2013–2014 Cornell Graduate School Annual Report

Cornell Graduate School ANNUAL REPORT 2013–2014

Barbara A. Knuth Vice Provost and Dean of the Graduate School

Jan Allen Associate Dean for Academic and Student Affairs

Sarah Wicker Associate Dean for Administration

contents 3 About the Graduate School 4 Letter from the Dean

Sheri Notaro Associate Dean for Inclusion and Professional Development

6 Quick Look 9 Program Assessment and Learning Jason Kahabka Assistant Dean for Student Services and Administration

12 Student Experience 14 Inclusion 16 Financial Support 18 Field, Faculty, and Staff Support 19 Visibility 20 Statistics and Tables

Janna Lamey Assistant Dean for Graduate Student Life

Our vision

The Graduate School provides critical strategic

leadership and administrative and academic structures within which a diverse group of students and faculty in the graduate field system find the support, governance systems, and encouragement to thrive intellectually, professionally, and personally, and achieve academic excellence.

Our mission

The mission of the Graduate School

is to enhance the intellectual life of the university by enabling graduate and professional students to undertake scholarly study and advanced research and to prepare for professional work in multiple career paths. The Graduate School focuses on the following strategic areas to fulfill our mission.

Assessment and Learning: To promote excellence in learning, the Graduate School leads and 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.

Field, Faculty, and Staff Support: By coordinating the graduate field structure and administering 16 degrees and nearly 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.

Student Experience: Through programming and infrastructure, the Graduate School encourages the development of a diverse community, optimizes professional and personal development opportunities, prepares students for a multiplicity of career paths, and helps students experience considerable flexibility, freedom, and independence in their academic programs.

Visibility: Through internal and external communications, we celebrate and promote the talent, research, and leadership of students and faculty in the graduate education system at Cornell, and inform our constituent audiences of important trends and initiatives in higher education.

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letter from the Vice Provost and Dean Dear Friends and Colleagues, In his 2013 State of the University Address, Cornell University President Skorton linked global economic progress with ­innovation and emphasized that the “core ingredient in an eco­system of innovation is talent—the so-called human capital that brings the best ideas, creativity and invention to bear on problems and opportunities.” Cornell’s graduate students are the embodiment of that talent.

Graduate students make up about a third of Cornell’s student population and are critical to the life of the university, its research and scholarship. Our programs, many of which are ranked in the top ten according to U.S. News and World Report, attract top students.

Admissions in 2013–2014 was highly competitive with 18,988 applications and a doctoral acceptance rate of 14%.

This year, the University renewed its focus on graduate and professional students by creating a structure of staff and students to support and implement the Graduate and Professional Student

Assembly’s Graduate Professional Community Initiative (GPCI). The GPCI provides a framework for strategic initiatives of the GPSA and the university to enhance the graduate/professional student experience at Cornell. The GPCI identified eight priority areas and staff-student working groups to address those areas. Their activities were coordinated by a GPCI Executive Team that I cochair with Vice President Susan ­Murphy.

Many of these GPCI priority areas complement the Graduate School’s ongoing efforts to advance Cornell’s core priorities for graduate education: program and learning assessment and improvement; student experience; inclusion, engagement, and climate; financial support; field, faculty and staff support; and, visibility. In 2013–14, we continued to refine and advance initiatives in these areas, as well as undertake efforts to better understand the student experience.

In 2012, the Graduate School launched a series of surveys to

leadership spotlight Dean Barbara A. Knuth Barbara Knuth, vice provost and dean of the Graduate School, was named chair-elect for 2014 of the Council of Graduate Schools (CGS). After her one-year term as chair-elect, Knuth will serve as board chair of the council 4

provide insight and metrics into learning and career outcomes, student experience, and financial support. In 2014, we began focusing on interpreting the data and using that information to make substantive improvements to academic and professional development programs and suggest areas

from December 2014 to December 2015.

Knuth became dean of the Graduate School in July 2010 and has focused its professional development program on supporting students to work effectively with their graduate committees and to foster transferable skills relevant to academic and nonacademic careers.

Graduate School leadership for graduate fields to consider addressing. In response to these surveys, we began fine-tuning ongoing programs and developing new programs to meet needs indicated by the surveys and to improve the student experience.

The survey effort is ongoing, and the Graduate School will continue to make detailed data available to the graduate fields and summary data available more broadly.

General Committee of the Graduate School 2013–2014

In this year’s Annual Report, we spotlight key initiatives and achievements and present statistical information that describes graduate education at Cornell.

The progress we have made is extraordinary, reflecting the dedication of our small staff (23 full time staff for 5200 students), the engagement, research and scholarship of our students, and the excellence of our programs. I look forward to the coming year as we continue to improve the graduate student experience.

Humanities

Warm regards, Barbara A. Knuth Vice Provost and Dean of the Graduate School

Under her leadership, all graduate degree programs have articulated specific learning outcomes and have implemented assessment plans focused on program improvement.

She has been vice provost since April 2010, overseeing undergraduate enrollment through the Undergraduate Admissions Office and the Office of Financial Aid and

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

Siddarth Chandrasekaran

graduate student

2015

Jennifer Shin

graduate student

2014

Professor Cole Gilbert

Entomology

2015

Professor Maurine Linder

Pharmacology

2015

Professor Joel Brock

Applied Physics

2017

Professor Shorna Allred

Natural Resources

2017

Professor Deborah Castillo

Romance Studies

2015

Professor Rebecca Harris-Warrick

Music

2017

Professor Poppy McLeod

Communication

2015

Professor Linda Williams

Development Sociology

2017

Professor Joseph Fetcho

Neurobiology and Behavior

2015

Professor Paul Soloway

Nutrition

2017

Professor Margaret Frey

Fiber Science and Apparel Design

2015

Professor Lois Pollack

Applied Physics

2017

Members-at-Large

Social Sciences

Life Sciences

Physical Sciences

Student Employment. She also serves on the University Diversity Council.

Agriculture and Life Sciences from 2007 to 2010.

Knuth joined the Cornell faculty in 1986 as assistant professor of natural resource policy. She chaired the Department of Natural Resources from 2002 to 2007 and is associate director of its Human Dimensions Research Unit. She was senior associate dean of the College of

Based in Washington, D.C., CGS is an organization of more than 500 institutions of higher education in the United States and Canada engaged in graduate education and research.

CGS members award 92 percent of U.S. doctoral degrees and 78 percent of master’s degrees.

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quick look Cornell Graduate School admitted students

applications

50%

2013

18,988

women

31%

2004

international

13,076

International Male (19%)

32%

International Female (22%) U.S. Female (28%)

increase

U.S. Male (30%)

in applications

96% of PhD students are

FULLY funded 6

funding sources

funding

32% Graduate Research Assistant/ Research Assistant 34% Graduate Assistant/ Teaching Assistant 18% Cornell University Fellowship 10% External Fellowship  6% Other funding

enrollment

degrees awarded

ENROLLMENT FACTS

1.

Physical sciences & engineering enrollment increased 35% since 2004

2.

Foreign nationals make up 44% of the graduate student body

3.

Enrollment has increased 14% over the last ten years

32%

Professional Degrees

1638

3494

68%

25%

Research Masters

23% Ph.D.

549

511

1151

52%

Professional Degrees

graduation

2211

graduates

Research Degrees (Ph.D. & M.A./M.S.)

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six priorities for 2013–2014

8

PRIORITY ONE

program assessment and learning To support the fields, the Graduate School con­ tinued to conduct biennial field meetings to discuss status, challenges, assessment activities, innova­ tions and direction for each. We continued to review data from student surveys to understand the student experience and identify areas of improvement.

tion. In January 2014 we began implementing a doctoral career outcome survey, staggered by years.

Data will be available in 2014–2015.

Assessing attainment of learning outcomes during the program and at graduation is an important component of all doctoral degree programs at Cornell.

Each individual doctoral program has identified learning outcomes and assessment plans, and uses those to guide program development, curriculum, and student support structures. Arguably, the best measure of doctoral learning outcomes may be the career outcomes for graduates over their lifetime, reflecting the life-long benefit of doctoral educa-

spotlight on the best graduate programs In 2013–2014, Cornell’s engineering and science graduate programs ranked in the top ten according to a 2014 U.S. News and World Report article on “Best Graduate Schools”.

Topping the engineering categories was biological/agricultural at No. 4, followed by materials (6), industrial/manufacturing/systems (7), computer (8), mechanical (8), civil (9), aerospace/aeronautical/ astronautical (9) and electrical/ electronic/communications (10).

The university’s overall engineering ranking remained at No. 13. Three other engineering areas were in the top 20: environmental/environmental health engineering (11), biomedical engineering/bioengineering (15) and chemical (18).

Also making the rankings were mathematics (13), earth sciences (16) and statistics (24).

Among all computer science programs, Cornell ranked No. 6.

Programming language and computer theory were both ranked No. 6, and artificial intelligence was No. 9.

For physics, Cornell was No. 7, with a No. 6 ranking in the condensed matter specialty. Chemistry was ranked No. 10.

In biological sciences, Cornell was No. 11, with ecology/evolutionary biology coming in at No. 2. The Weill Cornell Graduate School of Medical Sciences’ biological sciences program ranked No. 26.

“Cornell is one of the top facultyproducing research institutions in the country and a top source of experts and innovators in industry, business, government and nonprofit positions. Today’s U.S. News and World Report rankings are evidence of the breadth of Cornell’s system of graduate education and a testament to the excellence of our faculty and students,” said Barbara Knuth, vice provost and dean of the Graduate School, which grants all graduate degrees except those given by Cornell’s law, business, veterinary medicine and medical schools.

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Fields of Study Changes

• Intercultural

The Graduate School actively worked with graduate fields pursuing substantive academic program changes, including changes to the graduate field structure. Among other changes this year that are described below, the professional master’s program in architecture was delegated to the jurisdiction of the College of Architecture, Art, and Planning, and the Master of Management in Hospitality was delegated to the School of Hotel Administration.

Archaeology New major concentrations: • African Archaeology • Archaeology of Europe, the Caucasus, & Eurasia • North American Archaeology • South & East Asian Archaeology

Renamed major concentration: • Latin American & Caribbean Archaeology New minor concentration: • Archaeological Science • Economy & Exchange • Identity

Engagement • Landscape & Environment • Materiality • Museums and Heritage • Politics & Complexity • Ritual & Religion • Visual Culture No longer an active concentration: • Environmental archaeology • Historical archaeology • Medieval archaeology • Stone-age archaeology Applied Economics and Management

Ph.D. ‘trailblazers’ honored at hooding ceremony

By Daniel Aloi For Donald Lee, earning a doctorate in the field of chemical engineering would have been even more difficult without Cornell’s collaborative environment.

“The tough part was getting all of my experiments to work,” he said.

“The good part was having a lot of

colleagues who know how to solve problems, and my adviser, Susan Daniel, was always available and always there to help me. The amount of collaborative work at Cornell makes it a very unique experience.”

Yula Kapetanakos has been studying the conservation of Asian vultures, including genetics and demography of four nearly extinct species, for the Dean Knuth hooding recent graduate.

past seven years. She will defend her dissertation in June for her Ph.D. in ecology and evolutionary biology. “People really want to see you succeed, and they want you to see the science done well,” she said, adding, “It was a very well-rounded experience.”

Lee and Kapetanakos were two of more than 300 students honored at the annual Ph.D. recognition and hooding ceremony.

Doctoral candidates waiting to be hooded by Dean Knuth and Provost Fuchs.

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President David Skorton congratulated the new doctoral candidates in a speech that celebrated their achievement while encouraging them to use their skills

New major concentration: • Food and Agricultural Economics • Environmental, Energy and Resource Economics • International and Development Economics • Management New major concentration for the M.P.S. degree • Applied Behavioral Economics and Individual Choice • Food and Agricultural Economics • Environmental, Energy and Resource Economics

• International

and Development

Economics • Management Biometry was deactivated.

Economics Established a new concentration in Economics of Education Began awarding the Master of Arts in Economics to Ph.D. students in the field of policy analysis and management.

Industrial and Labor Relations Created a new M.P.S. in Human Resources

Created two new concentrations • Human Resource Management • Labor Relations, Economics, and Organizational Behavior Registration of dual degree programs M.P.A. (Public Affairs)/ M.H.A. (Policy Analysis and Management) LEARN MORE

U.S. News and World Report rankings Doctoral Experience Assessment Report Complete list of graduate fields

to “tackle societal problems” globally and locally.

“Today, you are experts and trailblazers in your fields,” Skorton said. “Through your research and scholarship and creative work, you’ve advanced our understanding of the world and advanced our understanding of the human condition, and brought new insights to bear on some of our most vexing problems.

“And despite the demands of your degree programs, you’ve also contributed your skills and perspectives to enrich this campus and the wider community in which we live—by participating in the Graduate and Professional Student Assembly, and by hosting a conference just last month to encourage middle school girls to consider science careers, and by developing computer games that teach biology to high school students.”

The Ph.D. candidates came to Cornell from more than 120 countries across the globe, he said, and now are moving on to other universities, or have found positions in government

President Skorton applauding graduates at the Commencement ceremony.

service, think tanks, nonprofits or corporations.

“No matter which path you’ve chosen after Cornell, you will discover that the skills honed through your years as doctoral students here will continue to serve you well for years and decades,” he said.

“Sometimes, an advanced degree can lead in very unexpected directions,”

Skorton said, mentioning his own journey from M.D. to biomedical researcher to university administrator.

“Many of you will not only change specific jobs but also shift careers … No matter what your next steps will be, I hope you will use the same hard-won skills … to tackle societal problems, global ones, national ones, international ones, as well as the problems in each of your communities.”

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PRIORITY TWO

student experience In 2013–2014, the Graduate School refined and expanded our programming, collected data to evaluate the student experience and formed working groups under the umbrella of the Graduate and Professional Student Assembly’s Graduate and Professional Community Initiative (GPCI).

The working groups’ focus areas connect to many existing programs and offices through the graduate community, for example the Family Services ­Working Group involves the Graduate School’s Office of Graduate Student Life, Human Resources, Housing and other Cornell units.

1902 hours of

Graduate School staff developed more than 1902 programming hours of programming that served 1875 participants. This included 492 hours of writing programs, participants 634 hours of professional and personal development events, with events like Fellowships 101 and Writing for the Academic Journal. The Big Red Barn alone hosted 688 hours of programs and events.

1875

A report based on the results of doctoral student exit and experience surveys was published in April 2014.

Detailed graduate field-level analyses available to Directors of Graduate Studies and Graduate Field

spotlight on doctoral experience More than 91 percent of Ph.D. students surveyed at Cornell rated their academic experience as good to excellent, as noted in the Graduate School’s recently released Doctoral Student Experience Assessment.

The quality of their graduate curriculum and their student life experience at Cornell also received good-toexcellent ratings from 86 and 80 percent, respectively, of doctoral students who responded to the survey.

The Graduate School launched a series of comprehensive assessment surveys in the 2012–13 academic year to provide information about the full graduate student experience, from matriculation to graduation.

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Approximately 2,320 Ph.D. ­students received the Doctoral Student Experience survey in February 2013 and 1,290 responded, a 55 percent response rate.

In the survey assessment report, Cornell’s median time-to-degree and completion figures—prominent indicators of doctoral education— compare favorably with national averages. Median time-to-degree for

91%

doctoral candidates across humanities disciplines at Cornell is 6.8 years vs. 9.2 years nationally; the university also has shorter median time-todegree in the life sciences (5.7 vs. 6.9 years), physical sciences (5.6 vs. 6.5 years) and social sciences (6.0 vs.

7.7 years), compared with national figures.

Cornell’s average completion rate among doctoral students is 72 percent, compared with a national average of 57 percent.

86%

80%

good to excellent

good to excellent

approve of

academic experience

graduate curriculum

student life

Assistants provide insights about the Graduate School doctoral student experience and have been used to inform the design and development of fieldspecific and Graduate School-wide programs to further support doctoral student success.

The Graduate School Offices of Inclusion and Professional Development, Academic and Student Affairs, Graduate Student Life, and the Cornell University Center for the Integration of Research, Teaching, and Learning (CU-CIRTL) are implementing and continually reassessing programs designed to help foster timely and successful degree completion and enhance graduate student life.

Programs target six core competencies (Communication, Teaching, Personal Development, Responsible Conduct of Research, Career Development, Leadership & Management) and their associated transferable skills.

spotlight on students with families With resources ranging from health care to library cards, Cornell provides a rich selection of services for students with spouse/partners and children. This year, we expanded and focused these efforts further to provide a holistic Kids Science Day and comprehensive approach—particularly for graduate and professional student families.

This year, Assistant Dean Janna Lamey in the Office of Graduate Student Life led a campus-wide advisory committee to develop a holistic approach to addressing issues of interest, including programming, to graduate and professional student families. The committee will evaluate what needs are not being met currently, determine priorities, develop programming partnerships, provide recommendations to the Graduate School and Cornell University, and oversee the Student with Families section of the Graduate and Professional Community Initiative (Spring 2012).

Since the committee’s initial meeting in July 2013, the Office of Graduate Student Life has supported the following activities designed to improve the family experience.

• New online resources and information for students with families • Listservs for the student family population • Kids Science Day at the Big Red Barn • Student spouses/partners looking for employment

Students work on their dissertations at the Dissertation Boot Camp.

We will continue to monitor, report, and use the results of graduate student surveys and other data to improve the Cornell graduate student experience.

LEARN MORE

Online resources and information for students with families Linked In Graduate School Networking Group Doctoral Student Experience Assessment Complete article on Dissertation Boot Camps, Write-Ins and Writing Retreats

• Student spouses/partners looking for support and community involvement • Graduate / Professional students with child(ren) that are looking for support from others similar in experience • Development of a student families resource handcard that could be used by all programs to consolidate resource and information online • An annual Welcome Orientation, sponsored by Hasbrouck, for all students with families in August • Employment Assistance for partners • Childcare grants for students with children continue to be administered by the Office of Student and Community Support

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PRIORITY THREE

inclusion In 2013–2014, the Graduate School recruited a diverse group of new students and supported our current students from populations traditionally underrepresented in graduate education.

“Unleash the Potential” was the title of the first Diversity in Scholarship & Engagement to highlight research from undergraduates and graduate students from a variety of disciplines. The Office of Academic Diversity Initiatives (OADI) and The Graduate School Office of Inclusion & Professional Development (OADI) collaborated to provide this unique opportunity for students. Over 40 students presented their research via oral or poster presentations.

The Graduate School supported leadership and career pathways for women through the EWISE Conference (Empowering Women in Science & Engineering). EWISE is an annual one-day event designed to be a professional development opportunity for faculty, staff, postdocs, PhD students, and

The Graduate School welcomed new students of color at the Student of Color Welcome Reception. TOP: Renaissance Ball

professionals that will provide participants with the chance to network and establish relationships with women and champions of women across the STEM disciplines. This symposium is sponsored by a grant from the President’s Council of Cornell Women and the Lockheed Martin Corporation.

spotlight on the Bouchet Honor Society Six inducted into graduate honor society

By Susan S. Lang Five doctoral candidates and one postdoctoral associate at Cornell were recently inducted into the Cornell chapter of the Edward A. Bouchet Graduate Honor Society.

The 2014 Bouchet fellows are: Florencia Ardón, a postdoctoral associate in biomedical sciences; Victor Bucklew, a doctoral candidate in the field of electrical and computer engineering; Juan Carlos Gomez, a Ph.D. student in the field of mechanical and aerospace 14

engineering; Cassandravictoria (Cvic) Innocent, a doctoral candidate in the field of molecular biology and genetics; Erin Johnson, a doctoral candidate in the field of neurobiology and behavior; and Dexter Thomas, in the field of Asian literature, religion and culture.

The scholars were inducted at the annual Yale Bouchet Conference on Diversity and Graduate Education, held March 28–29 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.

As part of the preparation for the event, the Graduate School hosted a program, “How To Get the Most From the Bouchet Conference,” which focused on networking and presentation skills.

Yale and Howard universities established the Bouchet Society in 2005 to recognize the life and

spotlight on Graduate School Ambassadors

For prospective students, the Graduate School established a Recruitment Ambassador program to recruit and mentor STEM graduate students at national research conferences and selected universities by hosting information sessions about Research Experiences for Undergraduates (REU’s) and graduate opportunities, sharing highlights of their graduate school experience, and following up with prospective candidates who are first-generation college students or from populations traditionally underrepresented in graduate education in order to support successful transition to graduate school and for professional development.

New program aims to bring current and prospective students together This year, three doctoral students were appointed to the newly created position of Graduate School Recruitment Ambassador: Chavez Carter (immunology and infectious disease), Judith Alonzo (biochemistry, molecular and cell biology), and Katherine Herleman (earth and atmospheric sciences).

In addition, the Graduate School invited graduate fields to participate in a grant program designed to increase the numbers of underrepresented minority and first-generation college students enrolling in graduate programs. The Office of Inclusion and Professional Development provided nearly $50,000 in awards made through a competitive process to provide seed money for innovative initiatives aimed at increasing the diversity of our graduate student population.

Working with the Graduate School’s director of recruitment, Anitra McCarthy, Ambassadors recruit and mentor STEM graduate students at national research conferences and selected universities by hosting information sessions about Research Experiences for Undergraduates (REU’s) and graduate opportunities, sharing highlights of their graduate school experience, and following up with prospective candidates who are first-generation college students in order to ensure successful transitions to graduate school and professional development.

LEARN MORE

Slideshow from the Diversity in Scholarship and Engagement Symposium Graduate School Ambassadors Office of Inclusion and Student Engagement

Victor Bucklew, Cassandravictoria (Cvic) Innocent, Juan Carlos Gomez, Florencia Ardón and Erin Johnson

Jason Koski/University Photography

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.

Chavez Carter, a graduate of Alcorn State University and a Bouchet Scholar, Chavez Carter, attended the Annual Biomedical Judith Alonzo, Research Conference for Minority Katherine Students in Nashville, Tennesee. Judith Herleman Alonzo, a former McNair Scholar and graduate of the University of Massachusetts in Boston, attended the annual SACNAS conference (Society for Advancement of Chicanos and Native Americans in Science), and Katherine Herleman, a McNair Scholar and graduate of Florida International University, attended a recruitment event at her alma mater.

FROM TOP:

The Graduate School Recruitment Ambassadors program began in Fall 2013 and was designed to support Graduate School and field-level efforts to recruit diverse students by incorporating current Cornell graduate students from diverse backgrounds into the recruitment process. Ambassadors are encouraged to attend recruitment events, make visits to their undergraduate institutions and communicate with prospective students.

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PRIORITY FOUR

financial support This year, in addition to receiving alumni support for the Graduate Education Fund, the Graduate School received two external grants to enhance our programming efforts.

To improve financial literacy of graduate and professional students, the Graduate School was awarded a grant from the Council of Graduate Schools (CGS). With this grant Cornell will develop a financial education program for graduate, professional, and undergraduate students. The grant is part of CGS’s best practice program, Enhancing Student Financial Education, co-sponsored by TIAA-CREF, a leading financial services provider. Cornell will work in collaboration with CGS and TIAA-CREF to design a program that prepares students to play an active role in managing their personal finances and making informed decisions about saving, spending and borrowing.

The Cornell University Center for the Integration of Research, Teaching and Learning received

a National Science Foundation and University of Wisconsin sub-award and a Council of Graduate Schools award for Preparing Future Faculty.

The Graduate School also supports the NSF-funded Broadening Experiences in Scientific Training (BEST) program financially and through program partnerships. About 100 Cornell Ph.D. students and postdocs curious about jobs outside the academic world have enrolled so far in BEST. This program offers career resources, workshops and mentormatching services to any science, technology, engineering and mathematics Ph.D. student or postdoc interested in careers in science policy, industry, business, science communication or government.

LEARN MORE

Enhancing Student Financial Education CU-CIRTL BEST

As a doctoral student whose research interests center on the medieval Mediterranean, Kristen Streahle began researching the painted ceiling of the Palazzo Chiaramonte-Steri, a fourteenth-century baronial palace.

The ceiling seemed to offer an ideal lens into the artistic and socio-political world of medieval Sicily.

But as a Ph.D. candidate in the history of art and visual cultures, it was important to Streahle that she see the ceiling in person. Thanks to a research travel grant from the Graduate School, soon she will have the opportunity to visit the Palazzo as well 16

as the state archives during a trip to Palermo, Sicily.

The Graduate School began the travel grant program to strengthen support for students whose scholarly work requires off-campus research. Over the five-year period of Fall ’08 to Spring ’13, the Graduate School awarded 390 travel grants to students in 72 different fields. Grants are awarded for spring and summer research-related travel, and are announced in early March. Grant applications are due twice a year (Octo­ ber 1 and February 1) and decisions typically are announced within one

Xerones/CC BY

spotlight on research travel grants

Palermo, Sicily

month. Most awardees use the grant to support pre-dissertation research.

The Graduate School works to promote academic independence and creative thought within Cornell’s graduate student population. Travel grants not only recognize and encourage scholarly achievement, but they also enable students to conduct impactful research from early in their careers, building their capacities for original thought as they gain experience in the world.

spotlight on enhancing student financial literacy When students head into Ph.D. programs, they expect to further their education in microbiology or Renaissance studies—but they don’t often include personal finances as part of their academic plan. The Graduate School is aiming to change that with an initiative to promote financial literacy on campus. Thanks to a grant from the Council of Graduate Schools, Cornell will be hosting events and programs to help students become better informed and more confident with their personal finances.

Most of Cornell’s Ph.D. students receive full funding for their degrees, and 92% graduate without any debt incurred during graduate study (compared to students at other institutions who can incur thousands of dollars of debt during their Ph.D.). However, given the wide range of ages and life experiences among Ph.D. students, many may have other financial commitments—from undergraduate student loans, to credit card debt, to the costs of supporting a family—that can strain tight budgets.

“In the past two years, I bought a house in Ithaca and had a baby,” says Erin Meyer-Gutbrod, a fourth-year Ph.D. student in the field of earth and atmospheric sciences. “These things really made me change my view on the importance of financial responsibility and retirement savings.”

At the same time, graduate students can often feel that they are falling behind their peers when it comes to reaching larger savings goals.

Students may be unsure how to start thinking about the long term while ­living on stipends.

“It’s challenging to focus on saving for retirement when you’re worried about whether you’ll be able to pay your rent or have enough funding to complete your degree,” says Kristie Schlauraff, a fourth-year English Ph.D. student and Graduate and Professional Student Assembly (GPSA)

member. Schlauraff has joined the steering committee for the financial literacy program in order to represent students’ concerns.

Assistant Dean for Graduate Student Life, who organized the CA$H COUR$E seminars. “But there was more interest than we anticipated in issues like retirement and investWhile some students may be forment options. We continue to poll our tunate enough to have had good students to determine the topics that savings habits modeled for them by are most important to them to inform family, many other students grew up our seminar series. As a result, future in households where money wasn’t sessions about student loans, debt management, and negotiation are in the works.” of Cornell Ph.D.s In addition to GRADUATE creating a website without debt with information and tools that will incurred during graduate study foster financial literacy, the Graduate School is developing a peer mentordiscussed openly, or where paychecking program. Peer mentors, who may to-paycheck budgeting meant that have experienced the unique financial long-term saving was difficult or issues that can come with being a impossible. For these students, student, will share information, reinprograms like Cornell’s might be their force responsible financial decision first chance to learn the basics of making, and direct students to finanfinancial literacy. cial planners when appropriate.

92%

“I didn’t come from an affluent community and I haven’t been surrounded by many examples of sound financial planning,” says Meyer-Gutbrod. “And there is very little information about personal finance built into our education system.” She was intrigued by the CA$H COUR$E seminar series that the Graduate School hosted between February and April, and ended up attending four of the seminars.

For Meyer-Gutbrod, the most helpful aspect of the series was the explanation of different savings options.

“Many graduate students are aware of the importance of budgeting and saving, but that doesn’t mean we know what to do with our savings once we have squirreled a bit away,” she says.

“We want to be as proactive as possible in providing financial literacy information to Ph.D. students,” says Vice Provost and Dean of the Graduate School Barbara Knuth. “The topic of financial literacy falls underneath the umbrella of ‘life skills.’ We have an obligation to impart knowledge and skills to students that they will be able to use not just here at Cornell, but after they graduate to ensure both professional and personal success.”

For Schlauraff, getting involved with the financial literacy initiative has already started to pay off. “I’m more careful about how I spend my money [now]—I’ve started to think less about the short term, and more about my long-term financial situation.”

“We expected that students would be interested in things like how to draw up a budget,” says Janna S. Lamey, 17

PRIORITY FIVE

field, faculty, and staff support 7

full-time

employees nearly

100

fields of study more than

5000

With seven full-time ­employees serving nearly 100 fields, over 5000 students, and nearly 20,000 applicants each year, this year the Graduate School’s Student Services team developed new approaches to deliver high quality, efficient, and friendly customer service.

Remedy

Ask Ezra

“Before Remedy, emails could sit in an inbox when the recipient was out of the office.

Remedy ensures that emails are answered promptly and efficiently, while providing data that will allow us to refine our web content and respond more rapidly to emerging questions and issues,” said Jason Kahabka, assistant dean for student services and admissions.

Finding administrative information on Cornell’s students decentralized campus can provide challenges for current and prospective students. To make commonly requested information more accessible, the Graduate School’s Student Services team—in partnership with the Office of the Bursar, Office of Financial Aid and Student Employment, and the Office of the University Registrar—implemented a cloud-based intelligent FAQ system.

Ask Ezra is a searchable knowledgebase of

c­ ommonly-asked questions. Students ask questions using plain English, and AskEzra identifies the most relevant answer. Based on user input, AskEzra learns what responses students find most helpful and offers better and more satisfying responses.

18

Each year, Student Services receives thousands of emails with over 3000 reported in the first three weeks of December alone. The Student Services team needed to find a way to answer emails more efficiently. They found Remedy, a ticketing system used by many help desks, including Cornell’s own CIT.

Application Improvements With nearly 20,000 applicants per year, the Graduate School needed to find a way to help applicants find online information more quickly. The admissions staff used detailed web analytics to make the page navigation and content more intuitive. They also created pages with information for Cornell’s large population of international applicants.

To further assist Cornell’s international applicants, the graduate admissions office launched a new, secure, online system to send and receive immigration documents quickly. In addition, all immigration forms will be express mailed, allowing admitted students to schedule their visa appointments more quickly.

PRIORITY SIX

visibility Through our internal and external communications, the Graduate School increased the visibility of graduate students, postdocs as well as graduate education, research, scholarship and creativity.

Graduate School Newsletter This year, we expanded our reach. In previous years distribution of the Graduate School Newsletter was limited to the campus community, including graduate and professional students, graduate fields and senior leadership. This year, we expanded distribution to approximately 34,000 alumni. Open rates increased, along with positive feedback.

The 2014 Spencer T. and Ann W. Olin Lecture The Graduate School is pleased to present an evening with legendary human-rights and prison-reform activist and professor

LinkedIn To help connect current students with alumni and increase our student’s visibility, we created a ­LinkedIn community. Open only to alumni and current students, the Graduate School Networking Group is designed to foster career-related conversations between students and alumni.

Graduate School Announcements We made improvements to our weekly Graduate School Announcements, which are sent to every registered graduate and professional student and all graduate fields. Increasing our open rate from a very respectable 40% to around 52%. The industry standard for higher education is 22%.

Spotlights Other areas of improvement included expanded web spotlights on alumni and current students along with robust campus media coverage with stories about commencement, graduate student research, and the graduate student experience.

LEARN MORE

Graduate School Announcements

Angela Davis

Friday, April 25, 2014 7:30 p.m.

Alice Statler Auditorium Corner of Campus Road and Statler Drive

Graduate School Newsletter You Belong at Cornell

free tickets are available at:

Graduate School Dean’s Office, 350 Caldwell Hall Willard Straight Hall Buffalo Street Books, DeWitt Mall, Ithaca

spotlight on social networks Book signing and reception in the Beck Center Atrium following lecture

Graduate school creates networking opportunities

For ticket information or to request special assistance or accommodations, please call 607-255-5417 no later than April 15.

The Graduate School created a new tool for connecting current students and alumni. The Cornell University Graduate School Networking LinkedIn Group is a place where the Graduate School’s 34,000 alumni and 5200

graduate students can collaborate and stay connected. The goal is to create a vibrant community with frequent posting of career and other information of interest to alumni and current students.

19

statistics and tables

20

applications, admittances, and matriculations Graduate Student Admissions by Degree Type, 2004–2013 11500 11000

10,812

11,500

10500

11,000

10,676

10000

10,500

9500

10,000

9,5009000 9,0008500

9,086

9,801

8,739

8,945

8,5008000 8,0007500 7,500

7000

7,000

6,208

6500

6,500

6000

6,000

5,642

5500

5,500

5,0005000 4,5004500 4,0004000 3,5003500 3,0003000

3,737

3,547 3,437

3,007

2,500

2500

2,000

2000

1,500

1,773 1,971

1,639

1500

1,000

1,000

1,338

1,330

1000

500

0 500

0

2002

2003

2004

2004

2005

2006

2005

2007

2006

2008

2007

2008

2009

2009

2010

2011

2010

2012

2011

2013

Doctoral Degree Applicants

Doctoral Degree Admits

Doctoral Degree Matriculants

Doctoral Degree Applications Research Master’s Degree Applicants

DoctoralMaster’s Degree Admittances Research Degree Admits

DoctoralMaster’s DegreeDegree Matriculations Research Matriculants

Professional Degree Applicants ResearchMaster’s Master's Degree Applications

Professional Admits Research Master’s Master'sDegree Degree Admittances

Professional Master’s Degree Matriculants Research Master's Degree Matriculations

Professional Master's Degree Applications

Professional Master's Degree Admittances

Professional Master's Degree Matriculations

Over the past ten years, the Graduate School has experienced steady growth in applications for degrees; the application growth rate between 2004 and 2013 was 45%.

Yield

As reported by the Council of Graduate Schools, applications to “very high research activity” universities experienced limited growth between 2012 and 2013, reflecting only a .5% increase. Applications to Cornell Graduate School over this same time period mimicked the trend, with no discernable overall growth since last year.

70 60 50

For all degrees, the “admit 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 admit rate in 2013 was 14%; the yield was 42%.

40 30 20 10 2004

2008

2013

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

Fall 2004–2013 Admissions Notes

2012–2013 2008–2013 2004–2013 change change change

Doctoral Degree Applicants

-2%

19%

24%

3%

17%

15%

Research Master’s Degree Applicants

13%

47%

48%

Research Master’s Degree Matriculants

11%

70%

63%

Professional Master’s Degree Applicants

0%

75%

106%

-1%

36%

71%

Doctoral Degree Matriculants

Professional Master’s Degree Matriculants

21

Graduate Student Admissions* by Citizenship and Gender, Fall 2004–2013 APPLICATIONS

2,704 21%

3,394 26%

2,924 21%

2,497 19%

4,859 35%

4,481 34%

3,550 25% 2,638 19%

4,805 25%

4,351 23% 2,900 15%

6,972 37%

4,888 26%

4,183 22% 2,943 15%

6,974 37%

Fall 2004

Fall 2008

Fall 2012

Fall 2013

TOTAL: 13,076

TOTAL: 13,971

TOTAL: 19,028

TOTAL: 18,988

969 22%

966 22%

ADMITTANCES

549 17% 808 25%

993 31% 852 27%

481 16% 778 26%

992 33%

733 25%

1,255 29%

1,291 29% 871 20%

845 19% 1,242 29%

1,309 30%

Fall 2004

Fall 2008

Fall 2012

Fall 2013

TOTAL: 3,202

TOTAL: 2,984

TOTAL: 4,386

TOTAL: 4,362

MATRICULATIONS

214 16% 344 25%

481 35% 324 24%

255 17% 386 26%

516 34% 353 23%

433 22% 536 27%

604 30% 422 21%

424 21% 535 27%

606 30% 449 22%

Fall 2004

Fall 2008

Fall 2012

Fall 2013

TOTAL: 1,363

TOTAL: 1,510

TOTAL: 1,995

TOTAL: 2,014

US Male

US Female

Int’l Male

Int’l Female

*Degree-seeking students only

Over the past ten years, the largest application growth in citizenship and gender demographics has come females representing countries outside the U.S., with a 10-year growth rate of 81%. This same population experienced a 76% increase in admittances and a 98% increase in matriculations over that same time period.

Over the past year growth in international applications has slowed, contributing to the stagnation in overall application growth between 22

2012 and 2013 which is consistent with what the Council of Graduate Schools reported as a national trend.

Also consistent with national trends as reported by the Council of Graduate Schools are the international countries from which the applications are received: China, India, South Korea, Taiwan and Canada.

18,988

5,000

5,000 5,000 5,000

5,000

0,000

0,000 0,000 0,000

0,000

5,000

5,000 5,000 5,000

5,000 0 0 0 0 0

13,971 13,076 13,076 13,076 13,076 13,076

13,971 13,971 13,971

8,301 7,160 7,160 7,160 7,160

15,000 20,000

4,176 7,160 4,176 4,176 4,176 1,740 4,176 1,740 1,740 1,740 580 1,740

2005

2004 2004 580 2004

2005 2005 2005 5,000 2005 10,000

580 580

2004

0 5,000

8,301

13,971 13,971

8,301 13,076 13,076

13,076 7,160 7,160

2006

2007

2006 2006 2006

2007 2007 2007

4,176 4,176

2006

2007

2008 2008 676 2008 2008

3,202 3,202 3,202 3,202 3,202

2009 2009 2009 2009 2009

1,000

1,362 1,362 1,362 1,362 1,198 1,362 1,198 1,198 483 1,198 1,198 483 483 483 483 159

2004 159 159 159

2004 2004 159 2004 2004

5,000

3,500 4,500

580 580

4,176 2004

2005

2,000 3,000 2005 1,500 2,500 2005 2005 2005 1,000 2005 2,000

2013 1,014 2013 2013

2010

2006

2007

676 676 4,139

2008

580

676

2004

2011

2012

4,420 4,420

2013

2005

2006

2007

2008

2009

2010

2009

2010

2,984 2,984 2,984

2011

2012

2013

2,169

Ten Year Review

4,362

2012

1,014

Application Highlights

2013

4,362 4,362

1,394

1,248

2,984

181 477

2008 181

2009

1,394 1,394 2010

2011

2012

2006 2006 2006

2007 2007 2007

2008 181 2008 2008

2009 2009 2009

2010 2010 2010

2011 2011 2011

2012 2012 2012

2007

2008

2009

483 483

1,198 2004

2,413 2,413

72% increase in the number of admittances from underrepresented minorities

701 1,248

477 1,113 477 477

2007

2006

Admittance Highlights

1,248 1,248 1,248

2006 1,362 1,362 1,198 1,198

1,113 1,113 2010

2011

2012

701 701 701 273 701 273 2013 273 273

2,413

2013 273 2013 2013

1,248 1,248

2013

477 477

701 701

1,394

2,014

181 181

159 159

2005

483

2006

2007

1,529

2008 1,113

2009

2010

2,014 2,014 2,014

2011 2,014

2012

477

1,529 1,529 1,529

GRADUATE STUDENT MATRICULATIONS

BY ETHNICITY, 2004–2013 181 159 1,529 2004

2005

2006

2007

2008

2009

2010

2011

1,020

2012

273 273 1,248

437 598 437 437 238 437 437 90 238 238 238 2004 90 238 90 90

2004 90 2004 2004 2004

617

2,000

617 648 617 617

1,363 1,363

Matriculation Highlights 60% increase in the number of matriculations from underrepresented minorities

273 2,014 2013 2,014

52% increase in total minority matriculations

632 632 632

617 648 648 264 648

2006 1,363

2007

103 2008

2009

2010

2011

2012

2013 144

2005 2005 2005

2006 598 598 2006 2006

2007 2007 2007

2008 103 2008 2008

2009 2009 2009

2010 2010 2010

2011 2011 2011

2012 2012 2012

2013 144 2013 2013

2005 500

2006

2007

2008

2009

437 437

500

2010

2011

2012

Yield Highlights

362 144 144

632 632

2013

1,020

264 264

238 238

0

617 617

648 648

1,020 1,020

362 362 362 144

1,529

1,500 2005

1,000

598 90 90

617 103 103

2004

648 2008

2005

2006

2007

437

2009

2010

2011

2012

264

2013 yield for total minorities: 52%

632 144 144

2013 yield for all students: 46%

2013 362 144

103

90

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013 yield for underrepresented minorities: 53%

362 362

238

0

48% overall increase in matriculations

362

103 264 103 103

2,014

632

648 264 264 264

1,000

36% overall increase in admittances

701

1,020 632

1,529 1,529

45% increase in total minority admittances

2013

1,020 1,020 1,020

1,500

25% increase in total minority applications 45% overall increase in applications

4,362

1,113 477 1,113 1,113

181 181

75% increase in the number of applications from underrepresented minorities

2,984 2,984

1,394 1,113

0 1,000

2,000

2011

2,413

1,394 1,394 1,394

1,362

1,363

4,362 4,362 4,362

2,413

3,202

Unknown (2002–2011 includes International; 2008–2011 includes Undeclared)

1,014 1,014 4,420

2,413 2,413 2,413

3,202 3,202

Caucasian (2001–2007 includes Undeclared)

2,169 2,169

GRADUATE STUDENT ADMITTANCES BY ETHNICITY, 2004–2013 2,984

500 1,500

0

598 598 598

0

2012 2012 2012

1,531

2,500 3,500

1,363 1,363 1,363

500

0 0 0

2011 2011 2011

1,740

3,000 4,000

500

598

0

2010 2010 2010

12,399

1,014 1,014

1,531 1,531

4,500

1,363

1,000

500

1,014 2013

8,301

1,000 1,000 1,000

500 500 500

2012

4,000 5,000

2,000

1,500

2011

4,139 4,139

Total (incl. URM) Minorities

1,014 2,169

2010

Total Degree-Seeking Applications, Admittances, or Matriculations Underrepresented Minorities

2,169 2,169 2,169

8,301 8,301 13,971

2,984

2,000 2,000 2,000

1,500 1,500 1,500

12,399 12,399

4,420 4,420 4,420 2,169 4,420

4,139 4,139 4,139 1,531 4,139 1,531 1,531 1,531 676 1,531 2008 676 676 676

18,988

4,420

4,139

4,362

0

2,000

1,500

18,988 18,988

8,301 APPLICATIONS BY ETHNICITY, 2004–2013 GRADUATE STUDENT 8,301

10,000 15,000

2004 580

5,000

0

12,399 12,399 12,399 12,399

1,740 1,740 7,160

5,000 5,000 5,000 4,500 5,000 4,500 4,500 4,500 4,000 4,500 4,000 4,000 4,000 3,500 4,000 3,500 3,500 3,500 3,000 3,500 3,000 3,000 3,000 2,500 3,000 2,500 2,500 2,500 2,000 2,500 2,000 2,000 2,000 1,500 2,000 1,500 1,500 1,500 1,000 1,500 1,000 1,000 1,000 500 1,000 500 500 500 0 500 0 0 0

12,399

Graduate Student 13,971 Admissions by Ethnicity 20,000

2013

23

Graduate School Admissions by Graduate Field, Fall 2013

Graduate Field

Aerospace Engineering

2012

ADMITTANCES MATRICULATIONS

2013 % change

2012

2013 % change

2012

2013 % change

140 185 32%

23 47 104%

13 18 38%

42 52 24%

12 14 17%

10 11 10%

Anthropology

171 161 -6%

19 25 32%

9 12 33%

Applied Economics & Management

330

320

-3%

72

40

-44%

34

16

-53%

Applied Mathematics

189

193

2%

17

26

53%

3

8

167%

Applied Physics

215 202 -6%

Animal Science

Archaeology

28 29

4%

9 12 33%

4 8 100%

Art

147 105 -29% 8 11 38% 6 6 0%

Asian Literature, Religion and Culture

60

Asian Studies

79 69 -13%

Astronomy and Space Sciences

84

71

-3% -15%

40 44 10%

159 127 -20%

34 32 -6%

621 608 58

-2%

75 64 -15%

Architecture

Atmospheric Science

4

9

125%

15 9 -40% 7

18

157%

2 3 50%

58 48 -17% 3

5

67%

11 2 -82% 1

7

600%

1 -100%

Biochemistry, Molecular and Cell Biology

222

238

7%

45

48

7%

17

20

18%

Biological and Environmental Engineering

131

91

-31%

36

24

-33%

21

15

-29%

Biomedical Engineering

495 486

-2%

263 222 -16%

116 98 -16%

Biometry

10 11 10%

0 0 n/a

0 0 n/a

Biophysics

18 24 33%

8 11 38%

4 2 -50%

Chemical Engineering

456 450

Chemistry and Chemical Biology

340

273

-20%

111

87

-22%

40

34

-15%

City & Regional Planning

336

307

-9%

148

150

1%

63

56

-11%

Civil & Environmental Engineering

738

667

-10%

333

332

0%

87

109

25%

Classics Communication Comparative Biomedical Sciences Comparative Literature Computational Biology Computer Science

-1%

66 56 -15%

184 219

19%

8 7 -13%

66 96 45%

5 5 0%

115 121 5% 8 10 25% 4 7 75% 41

47

15%

74 100 35% 188 171 -9% 1,358 1,456

Design and Environmental Analysis

59

Development Sociology

72 73

76

29% 1% -17%

11

-8%

4 8 100% 23 22 -4% 266 280 26

19

11 11 17

15

5% -27% 0% -12%

8

6

-25%

3 5 67% 10 10 0% 110 119 17

13

8% -24%

5 4 -20%

138

Economics

744 661 -11%

74 63 -15%

29 18 -38%

Education

35 20 -43%

14 4 -71%

9 2 -78%

English Language & Literature

115

7%

12

Ecology and Evolutionary Biology

Electrical & Computer Engineering

13

11

-15%

1,272

1,267

0%

391

385

-2%

146

156

7%

890

983

10%

42

41

-2%

18

19

6%

Entomology

39 37 -5%

8 8 0%

7 8 14%

Environmental Toxicology

25 13 -48%

1 1 0%

1 1 0%

Fiber Science and Apparel Design

37

40

8%

13

24

85%

10

15

50%

211

181

-14%

32

34

6%

27

23

-15%

Genetics, Genomics, and Development

66

67

2%

21

22

5%

12

12

0%

Geological Sciences

58 69 19%

Germanic Studies

29 29 0% 11 6 -45%

Global Development

56 46 -18%

Food Science & Technology

24

APPLICATIONS

10 12 20% 23 30 30%

6 7 17% 5 1 -80% 16 22 38%

Government

385 372 -3% 28 32 14% 10 8 -20%

History

205 177 -14%

17 15 -12%

12 5 -58%

Graduate Field

APPLICATIONS

2012

ADMITTANCES MATRICULATIONS

2013 % change

History of Art, Archaeology and Visual Studies

58

Horticulture

63 73 16%

87

2012

50%

2

2013 % change

5

2012

150%

2

2013 % change

4

100%

11 13 18%

10 11 10%

1%

74 67 -9%

66 63 -5%

3%

15 10 -33%

10 6 -40%

Hotel Administration

173 174

Human Development

95 98

Immunology and Infectious Disease

39

79

103%

3

7

133%

0

2

n/a

Industrial and Labor Relations

347

353

2%

86

88

2%

69

77

12%

Information Science

170 214 26% 45 56 24% 23 32 39%

Landscape Architecture

168 186 11%

Law

28 3 -89%

80 39 -51% 4 4 0%

Linguistics

112 98 -13%

Management

393 484 23% 17 19 12%

Materials Science and Engineering

429

Mathematics

293 269 -8%

Mechanical Engineering

688 672

428

0% -2%

15 16 80

83

7% 4%

52 13 -75% 157 190

21%

42 13 -69% 4 4 0% 9 11 22% 5 9 80% 32

35

9%

21 7 -67% 74 83

12%

Medieval Studies

33 26 -21%

4 4 0%

Microbiology

69 67 -3%

9 6 -33%

5 4 -20%

2

1

Molecular and Integrative Physiology Music

4

7

75%

166 155 -7%

1

-50%

8 11 38%

1

0%

6 7 17%

Natural Resources

61 93 52%

Near Eastern Studies

44

38

-14%

2

3

50%

1

2

100%

Neurobiology and Behavior

90

92

2%

11

10

-9%

7

5

-29%

5%

15 13 -13%

Nutrition Operations Research and Information Engineering Pharmacology

107 112 1,076

954

-11%

13 17 31%

20 24 20%

2 2 0%

241

298

24%

4 1 -75%

15 20 33%

10 10 84

106

0% 26%

2 1 -50%

Philosophy

313 314 0% 19 19 0% 4 8 100%

Physics

467 457

95 101

6%

Plant Biology

66 71

8%

16 16

0%

4 10 150%

Plant Breeding

67 60 -10%

15 16

7%

11 13 18%

Plant Pathology and Plant-Microbe Biology

50

13

Plant Protection

44

-2%

-12%

1 4 300% 175

30%

10

-23%

0 0 N/A

-11%

Psychology

268 232 -13% 9 12 33% 4 8 100%

Public Affairs

591 605

63 104 65%

Regional Science

15 10 -33%

Romance Studies

80 87

Science & Technology Studies

43

Sociology Soil & Crop Sciences

63

9% 47%

175 173 -1% 54

46

-15%

Statistics

681 729

7%

Systems Engineering

123 134

9%

243 234

-17%

8

0 0 N/A

135

Real Estate

52

9

0%

Policy Analysis & Management

2%

63

32 32

-4%

33 39 18%

34

36

6%

132 117 -11% 28 28

0%

8 6 -25%

5 2 -60%

16 19 19%

7 8 14%

5

6

20%

20 22 10% 9

4

151 160 90 95

-56%

4

2

-50%

7 10 43% 5

3

6%

50 57

-40% 14%

6%

66 73 11%

Theatre Arts

30 37 23%

4 2 -50%

3 2 -33%

Theoretical & Applied Mechanics

22

25

14%

9

9

0%

6

1

-83%

Zoology and Wildlife Conservation

10

18

80%

1

1

0%

0

1

n/a

25

Graduate Student Admissions: Research Degrees by Discipline, Fall 2004–2013

APPLICATIONS

23%

23%

20%

27%

13%

14% 39%

2013 40% 20%

27% 14%

25%

18%

ADMITTANCES

13%

46% 10%

43% 28% 25%

2004

46%

43%

46% 38%

24%

38% 15%

24%

16%

20%

23%

36%

2008

Humanities

Admissions statistics for research degrees indicate healthy gains over the past ten years, with application growth over that time period at 30%. The largest discipline-related growth was reflected in the social sciences (43% increase), although both the physical and life sciences

54% 9%

54% 9%

15% 16%

16%

16%

10%

2013 54%

23%

10% 23%

10% 23% 46%

38%

2004

40%

46%

24%

26

20%

23%

36%

9%

46% 16%

24%

Social Sciences

20%

23%

MATRICULATIONS

25%

20%

16%

2008

24% 15%

25%

16%

24%

36%

20%

13%

25% 18%

15%

20%

16%

18%

10%

13%

13%

25%

18%

26%

16%

40%

43% 28%

15%

2008

40%

10%

18%

26% 13%

14% 23%

28% 39%

40% 20%

27%

2004 39% 23%

15%

40% 23%

23%

18%

26%

2013

Life Sciences

Physical Sciences

showed robust growth since 2004 (38% and 32% respectively).

Applications to graduate fields in the physical sciences comprise 41% of the total application pool.

Graduate Student Admissions: Professional Degrees by Discipline, Fall 2004–2013

APPLICATIONS

54%

36%

36%

40% 29%

2008

36%

2013

10%

61% 8%

34%

8%

40%

34%

8% 15%

2004

42%

10%

44%

22%

39%

2008

49%

9% 3%

32%

1%

3%

44%

Social Sciences

2008

Humanities

Over the past ten years, there has been robust growth in Graduate School professional degree programs. Overall application growth reflected an 84% increase, and overall matriculations grew 48% since

10%

32%

6% 10%

52%

52%

2004

6%

32%

1%

22% 39%

10%

61%

52%

52% 15%

24%

6%

2013

1%

MATRICULATIONS22% 39%

1%

52% 3%

44%

5%

33%

52% 15%

1%

61% 8%

1%

5%

33%

9%

49%

1%

33% 53%

49%

42%

24%

1% 9%

10%

24%

9% 5%

37%

8%

50%

42% 40%

1%

53% 13%

34%

12%8%

ADMITTANCES 5%

9%

37%

50%

5%

54%

13% 1%

12%

2004

29%

1%

53%

50%

5%

54%

9%

37% 1%

12%

29%

13%

2013

Life Sciences

Physical Sciences

2004. The physical sciences and engineering disciplines experienced an application growth rate of 216% over the past decade and a 90% matriculation growth rate over that same time period.

27

enrollment Reflecting the same trends as the admission statistics, overall enrollment over the past ten years reflects a 14% increase with significant growth in professional master’s degree programs (57% over the ten year period.)

the small increase has had minimal impact on overall enrollment figures.

Over the past ten years, enrollment in the physical sciences has grown 35%. Humanities and social sciences enrollment has increased over the same period with 8% gains for both disciplines.

The life sciences experienced a decline in enrollment of 11% over the past decade.

Since last year, enrollment in doctoral and professional master’s degree programs either held steady or experienced minimal decline, whereas research master’s degree enrollment increased 21%. Given the small number of students enrolled in research master’s degrees,

Graduate Student Enrollment Degree Fall 2004–2013 Graduate Student Enrollment

by Degreeby Type, Fall Type; 2004–2013 3500

3,234

3,189

3,147

3000

2500

2000 1,683 1500

1,324 1,074

1000

500

347

244

234 0 2004

2005

Research Master’s

2006 Professional Master’s

Research Master’s

2007

2008

2009

2010

Doctoral

2011

2012

Doctoral

Professional Master’s

2013

(includes in absentia students)

(includes inabsentia students)

Graduate Degree-Seeking Student Enrollment by Discipline; Fall 2004–2013

Graduate Degree-Seeking Student Enrollment by Discipline, Fall 2004–2013 2500 2260

2000

1895 1676 1538

1500

1421

944

1000

500

1420

882

838

560

501

541

0 2004

2005

Humanities

28

2006 Humanities

2007 Life Sciences

Life Sciences

2008

2009 Physical Sciences

Physical Sciences

2010 Social Sciences

Social Sciences

2011

2012

2013

Graduate Student Enrollment by Citizenship and Gender, Fall 2004–2013

DOCTORAL

797 25%

865 27% 553 17%

1,019 31%

839 26%

785 25% 513 16%

2004

1,060 33%

739 25% 486 16%

2008

792 27% 930 32%

782 25% 478 15%

2012

872 28% 1015 32% 2013

RESEARCH MASTER’S

38 16%

34 15%

94 40%

33 16%

24 11%

83 40%

70 33%

68 29% 2004

40 16% 49 19%

2008

85 33% 81 32%

55 19% 64 23%

2012

95 33% 71 25% 2013

PROFESSIONAL MASTER’S

243 23% 157 15%

273 25% 401 37%

321 24%

307 23% 198 14%

524 39%

416 24%

361 21% 521 30%

433 25%

361 21%

416 24%

521 30%

433 25%

2004

2008

2012

2013

US Male

US Female

Int’l Male

Int’l Female

For 2013–2014, enrollment in all doctoral programs stayed the same as the prior year. In fact, for the past ten years, total enrollment in doctoral programs has not changed; however the composition of the doctoral programs has shifted with the percentage of U.S. females increasing by 9%, while U.S. males and females from international countries declined by 10% and -14% respectively.

Overall enrollment in research master’s programs has shown steady growth over the past ten years (48%) with a significant jump in

the number of students from other countries. In the past decade, international student enrollment increased 128%, whereas enrollment for students from the U.S. increased at a modest 13%.

Enrollment in professional master’s degree programs increased in all categories over the past ten years with an overall growth of 57%. In the past decade, significant growth has come within the population represented by females from international countries (164%).

29

Graduate Student Total Enrollment by Ethnicity, Fall 2004–2013

6,000 6000

5,000 5000

1,918 40%

1,890 42%

4,000 4000

2,275 44%

3,000 3000

282 6% 2,000 2000

2,065 44%1,962

1000 1,000

Caucasian Multi-ethnic Non-URM 240 (5%) 316 (7%) 162 (3%) Asian

316 (5%) (7%) 240 004 162 (3%)

109 (2%) 2006 1,887 (37%)

Native American

2008

399 (8%)

211 (4%)

2008

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

Hawaii/Pacific Islander 393, 8%

Caucasian165, 3% Multi-ethnic Non-URM 240 (5%) Asian

Hawaii/Pacific Islander

Hispanic

1,887 Multi-EthnicURM URM Multi-ethnic (37%)

American Indian/Alaskan Native Native American

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

Native Hawaiian/ Hawaii/Pacific Islander Other Pacific1,887 Islander Multi-ethnic URM (37%)

Hispanic or Latino Hispanic

Black orAmerican African American African

Hawaii/Pacific Islander

Hispanic

399 (8%) African American

1,887 Multi-ethnic URM (37%)

Native American

Undeclared

143 (3%) 2011

Notes 2008

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

2009 2010 American Native 211Indian/Alaskan (4%)

Multi-Ethnic 2011URM Native Hawaiian/Other Pacific Islander

231, 4%

211 (4%) 143 (3%) 2010

143 (3%) -9%

-6%

-3%

2011-22%

-65%

-68%

2%

40%

34%

5%

171%

n/a

-33%

n/a

n/a

Asian

5% 17% 17%

Multi-Ethnic Non-URM

7%

White

1% -3% -9%

121%

Multi-ethnic URM

Native American

143 (3%) 2012–2013 2008–2013 2004–2013 399 (8%) African American change change change 2009 2010 2011 211 (4%)

Black or African 399 (8%) American African American

Undeclared

30

2,081 (41%)

White Caucasian

Hispanic Latino 143or(3%) 2010

Multi-ethnic Non-URM

1,82 35%

Asian

109 (2%) Hispanic Hawaii/Pacific Islander Fall 2004–Fall 2005 2006 2013 Enrollment 2007 1,887 Native American Multi-ethnic URM (37%)

Hispanic

2007

Caucasian

Caucasian

Foreign

2,154 International (46%) Foreign 2,081 Undeclared Undeclared (41%)

2,154 (46%) 2,081 (41%)

Undeclared

2,081 (41%)

Foreign

335, 7% 00

Foreign

2,081 Undeclared (41%) 335, 7%

17, 4%

227 4%

Undeclared

1,727 36%

(42%)

1,962 (42%)

Foreign

n/a

-16% -20% n/a

Foreign

0% 19% 20%

Total

0% 9% 14%

2011

One 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.”

Enrollment of U.S. under-represented minorities increased 28% over the past decade. (Please note: Ethnicity is not reported on foreign students.)

Over the past year, enrollment has not changed as illustrated in the chart; however, the number of students self-reporting as Asian and Hispanic along with students self-reporting multiple ethnicities has increased.

Minority students represented 14% of total enrollment in 2004 and 16% of the total enrollment in 2013.

Graduate Student Enrollment by Field, Fall 2013 Graduate Field

(includes inabsentia students)

Doctoral

Research Master’s

Professional Master’s

Aerospace Engineering

19

0

12

0

31

Animal Science

30

7

0

0

37

Anthropology

59 0

0

1 60

Applied Economics and Management

48

0

2

Applied Mathematics

34

0

0

0

34

Applied Physics

73

22

2

0

97

0

0 9

37

Archaeology

0 9

Architecture

7

Art

4

106

Total

87

0 117

0

0 12

23

3

0

0

26

0

13

0

1

14

27

0

0

2

29

6

3

0

0

9

Biochemistry, Molecular and Cell Biology

87

0

0

0

87

Biological and Environmental Engineering

36

16

10

0

62

Biomedical Engineering

96

1

86

0

183

Biophysics

17 0

Chemical Engineering

99

1

69

1

170

155

0

0

3

158

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

Chemistry and Chemical Biology

0 12

Non-Degree

0

1 18

City and Regional Planning

22

8

91

0

121

Civil and Environmental Engineering

62

35

64

0

161

Classics

19 0

0

2 21

Communication

36 1

0

0 37

Comparative Biomedical Sciences

29

3

0

2

34

Comparative Literature

18

0

0

2

20

Computational Biology

26

0

0

0

26

116

0

116

2

234

7

19

0

0

26

Development Sociology

32

3

0

0

35

Ecology and Evolutionary Biology

53

3

0

0

56

Economics

98

0

0

2 100

8

0 14

Computer Science Design and Environmental Analysis

Education Electrical and Computer Engineering

6 0 156

8

122

0

286

English Language and Literature

62

16

0

2

80

Entomology

21 5

0

0 26

Environmental Toxicology

6

0

0

0

6

Fiber Science and Apparel Design

12

13

2

3

30

Food Science and Technology

36

11

16

5

68

Genetics, Genomics and Development

56

0

0

0

56

Geological Sciences

25

6

1

0

32

Germanic Studies

20

0

0

1

21

0

0

25

0

25

Global Development Government

72 0

0

4 76

History

58 0

0

0 58

History of Art, Archaeology, and Visual Studies

20

0

0

0

20 31

Graduate Student Enrollment by Field, Fall 2013, continued Graduate Field

Doctoral

Horticulture

Professional Master’s

24 9

Non-Degree

6

Total

0 39

Hotel Administration

3

3

58

0

64

Human Development

38

4

0

1

43

Immunology and Infectious Disease

12

0

0

1

13

Industrial and Labor Relations

29

10

135

0

174

Information Science

26

0

26

1

53

0

0

59

0

59

Landscape Architecture Law

14 0

0

0 14

Linguistics

28 1

0

0 29

Management

35 0

0

2 37

Materials Science and Engineering

70

6

2

Mathematics

61 0

0

1 62

Mechanical Engineering

21

99

102

1

51

1

155

Medieval Studies

14

0

0

1

15

Microbiology

27 0

0

0 27

0

0

Molecular and Integrative Physiology

8

0

8

Music

32 0

0

1 33

Natural Resources

49

16

0

0

65

8

0

0

1

9

Neurobiology and Behavior

33

1

0

1

35

Nutrition

64 0

Operations Research and Information Engineering

34

Pharmacology

11 0

0

0 11

39 0

Near Eastern Studies

Philosophy Physics

161

0

0 131

14 78 1

166

0

2 41

0

0

1 162

Plant Biology

33

0

0

1

34

Plant Breeding

36

7

0

0

43

Plant Pathology and Plant-Microbe Biology

30

5

0

0

35

Policy Analysis and Management

15

0

51

1

67

Psychology

38 0

0

0 38

Public Affairs

0

0

233

0

233

Real Estate

0

0

45

0

45

Regional Science

8

3

0

0

11

Romance Studies

51

0

0

2

53

Science and Technology Studies

19

0

0

1

20

Sociology

43 0

0

0 43

Soil and Crop Sciences

13

1

0

Statistics

27 2

Systems Engineering

5

48

19

1 78

0

0

102

0

102

Theatre Arts

10

0

0

0

10

Theoretical and Applied Mechanics

14

0

1

0

15

Zoology and Wildlife Conservation

4

0

0

0

4

3,147

347

1,683

73

5,250

Grand Total

32

Research Master’s

(includes inabsentia students)

600 399

400 Life Sciences Degrees Awarded by Degree Type, 2005-2014

degrees awarded

250

181

200

177

195

201

200 by Degree Type, Award0Years 2005–2014 Graduate Student Degrees Awarded within Discipline, 2005

150

HUMANITIES DEGREES AWARDED BY DEGREE TYPE, 2005–2014

100 200 50 150 0 100

50

250 0 200

124

46

50

143

800

13

2005

75

9

700

0

93

600 2007

2006

526

500

50

31 175

143

51

18

2005

189

59

175

2006

2007

2008

400

2009 93

200

2010 1,000 800

2011

2012

100 0

18

2005

2006

2007

400 -12%

156%

2008

195

2009 201

61 189

2013 101

48%

2010 200

399

181

82

862

2006

2007

61 Humanities Doctoral

17% 2011

2014

2005

757

600

Life Sciences Degrees Awarded by Degree Type, 2005-2014 51

Professional Master’s

2010

117

22% 20% -6% 9%

2009

82

308

2005–2013 2009–2014 2013–2014 31 50 Humanities change change change

Research Master’s

2008

Physical Sciences Degrees Awarded

by Degree Type, 2005-2014 300 46 1,200

75

Doctoral

2007

145

100

200

150

2006

2%

2012

Lif

457

46

Do

Research Master’s

Re

Professional Master’s 188 2013 2014

Pr

192

177

217

0 150

2005

145

2006

2007

2008

2009

124

2010

124

LIFE SCIENCES DEGREES AWARDED BY DEGREE TYPE, 2005–2014 Life Sciences Degrees Awarded by Degree Type, 2005-2014 250 100

200 50

59 195

201 46

13 150 0

124 2005

2006

2007

2008

9 145

800

2009

700 2010 600

100

50 1,200 0 1,000 800 600 1,200 400 1,000 200 800 0 600 400

46 192

500 59 46 Physical Sciences Degrees Awarded by Degree Type, 2005-2014

400

26 2011

2012

124 2014

2013

537

526

308

46

117

1,066 26

350

300 13

2005

9

2006

2007

2008

862 2009

757

200 100 2010 0

101 2011 2005

2012 2006

2013 2007

2008

2005–2013 2009–2014 2013–2014 Physical Sciences Degrees Awardedchange change change

by Degree Type, 2005-2014 Life Sciences 457

0% -14% -6% Doctoral

Research 181Master’s

-22%

Professional Master’s

83%

177 757

2005 399

2006

188

2007

862 217 2008

2009

106 2009

Life Sciences

P

Doctoral

D

0%

Research Master’s21%

280 1,066 Research Master’s

120%

Professional Master’s -15%

Professional Master’s 223

2010

2011

2012

2010

563

Humanities

399

Doctoral

81

2014

2013

2014 563

457 280

R

P

33

59 50 200

250

195 13

Graduate Student 0

150

100

200

195 2005 124

400 46 2005-2014 Life Sciences Degrees Awarded by Degree Type, 181 201 200 9 177 Degrees Awarded within Discipline, by 201 0 145 2006 2007 2008 2009 2010 2005 2006 2007

0

600

59

13

9

50

Degree Type, continued 2011 2008

2006

2007 700

0 2005

400 200 1,0001,200 0

8001,000

600 2007 500

2006

200

177 757 2005

100 2007 0

2006

Doctoral

526 2008

2010

2009 457

2011

2010

2012

2011

2010

862

2013

280 223

2011

2007

2008

1,066

2012 106 2009

2013

55% Research Master’s

217 Professional Master’s 41%

300

2011 563

500 400 300 200 100 0

2007

2009 217

Research Master’s

23%

Professional Master’s -16%

2010

537 2009

2008

2011

2010

6%

2012

2011

So

Research Master’s 223 280 Professional Master’s 764

Re

2014 223

2013

2012

501

2013

700 600 500 400 300

2006

2007

2008

Humanities 308 526 Doctoral

Life Sciences

Research Master’s 308 Professional Master’s 117

Research Master’s

101

100

2005

764

103

106

2005 526

200

160

81

101 800

2014

350

117

0

2009 537 350 537

Doctoral

350

Professional Master’s 81 106

117 101

2006

2005 Humanities

2007

2006

2008

2010

81

2009

2007 Life Sciences 2008

106

2011

2012

Research Master’s Humanities

Doctoral Professional DoctoralMaster’s

Social Sciences

Doctoral

Doctoral

Research Master’s

Research Master’s 160 Professional Master’s

Professional Master’s

Research Master’s

501

103 160 2010

2009

2011

2012

2010 2011 Physical Sciences

2013

2012

2014

2013 Social Sciences

103 2014

Doctoral

Research Master’s Life Sciences

Research Master’s Physical Sciences

Research SocialMaster’s Sciences

Professional DoctoralMaster’s

Professional DoctoralMaster’s

Professional DoctoralMaster’s

2% -3% 13%

Research Master’s 37% 98% 31% Professional Master’s Master’s Professional

2014764 501

2013

Physical Sciences

2005–2013 2009–2014 2013–2014 Doctoral Doctoral Doctoral Social Sciences change change change

34

Physical Sciences 563 280 Doctoral

SOCIAL SCIENCES DEGREES AWARDED BY DEGREE TYPE, 2005–2014

800 100

600

2006

2008

308

200

700 0

526 2005

2007

188

49%

2014

2010

Life Sciences

188

181

177 Professional Master’s 800 181 0 200 700 2005 177 2006

400

20

26

563 2014

81

2009 2006

2012

2014

1,066

862

101 2008

537

2013

350

217

117

46

26

26% 3% 10% Doctoral Doctoral 457

Research 399 Master’s

500

2012

46

Humanities

400 600

0

20

124

2005–2013 2009–2014 2013–2014 457 399 Sciences Physical change change change

600

2012

1,066

2009 9

2008

2005

757 600 800

200 400

192 2014 2011 124

2013 2010

TYPE, 2005–2014

399 Physical Sciences Degrees Awarded by Degree Type, 2005-2014 400 308 188 181 300 Physical Sciences Degrees Awarded by Degree Type, 2005-2014

1,200

2012 2009

26

46

862

800 757 2005 13

800

192

217

145

150

124 PHYSICAL SCIENCES DEGREES AWARDED BY DEGREE Physical Sciences Degrees Awarded by Degree Type, 2005-2014 59 46 1,200 100 50 1,000

46

188

Research Master’s

63% Professional Master’s

43%

Research Master’s

8% Professional Master’s

Research Master’s Professional Master’s

Do

Pr

Graduate Student Degrees Awarded by Gender, Citizenship and Degree Type, 2005–2014

GRADUATE STUDENTS WITH INTERNATIONAL STATUS GRADUATE STUDENTS WITH U.S. CITIZEN AND PERMANENT RESIDENT STATUS

350 300 350 250

200

300 250

150 200

100

150 100 50 50

0

0

500 450 400 350 300 250 200 150 100 50 0

50 0 2005

114 151

5482

114

131

69

131

69 54

151

82

601 degrees 2005

2006

2006

2007

2008

86

137

89

222

115

2009

63

2008

2008

86

159

2010

137

63

89

222

115

712 degrees 2009

308

181 157

121

2009

1,063 degrees

137

Research Master's Male

2011

2010

2010

2012

2013

2011

79

2014

137

155

97

298

257

2012 Professional Master's Male

2012

2013

2013 2014 Professional Master's Female

2011

Professional Master's Female

2008 2009 2011 2012 Research Master's Female 2010 Research Master's Male

2007

2007

Research Master's Female

2007 Doctoral Male

2006

Doctoral Male

2005 2006 Doctoral Female

128

162

324

Doctoral Female

142 110

154

1,020 degrees 2005

2013

151

79

137

155

97

298

257

2014

1,188 degrees

177

250

310

Professional Master's Male

144

156

1,188 degrees

2014

35

Alaskan Native Hispanic or Latino Black or < 1% 4% African American Multi-Ethnic URM 2% < 1% Indian/ Graduate Student American Degrees Awarded byNative Ethnicity, Hawaiian/ Award Alaskan Native Hispanic orOther LatinoPacific Islander Black or < 1% Asian 4% < 1% African American Multi-Ethnic URM 10% 2% Multi-Ethnic Non-URM American Indian/ < 1% 2005 < 1% Alaskan Native International Native Hawaiian/ Hispanic or Latino Black or < 1% 37% Other Pacific Islander 4% African American Asian Multi-Ethnic URM < 1% 2% 10% < 1% Multi-Ethnic Non-URM White Native Hawaiian/ < 1% International 44% Other Pacific Islander Asian 37% < 1% 10% Multi-Ethnic Non-URM Undeclared < 1% International White 3% 37% 44% White 44%

Undeclared 3% Undeclared 3%

2009

American Indian/ Alaskan Native Black or < 1% African American 2% American Indian/ Alaskan Native Black or < 1% African American American Indian/ 2% Alaskan Native International Black or < 1% 40% African American 2% International 40% International Undeclared 40% 5%

Undeclared 5%

2014

Undeclared 5% American Indian/ Alaskan Native < 1% Black or African American 2% American Indian/ Alaskan Native < 1% Black or African American American Indian/ 2% Alaskan Native < 1% BlackInternational or African American 46% 2% International 46% International Undeclared 46% 5%

36 Undeclared 5%

Hispanic or Latino 3% Multi-Ethnic URM < 1% Native Hawaiian/ Hispanic or Latino Other Pacific Islander Asian 3% < 1% 9% Multi-Ethnic URM

< 1% Multi-Ethnic Non-URM Hispanic or Latino < 1% Native Hawaiian/ 3% Other Pacific Islander Asian Multi-Ethnic URM < 1% 9% < 1% White Multi-Ethnic Non-URM Native Hawaiian/ 39% < 1% Other Pacific Islander Asian < 1% 9% White 39%

Multi-Ethnic Non-URM < 1%

Hispanic or Latino 2% Multi-Ethnic URM 3% Native Hawaiian/ Hispanic or Latino Other Pacific Islander Asian 2% 1% 10% Multi-Ethnic< URM 3% Multi-Ethnic Non-URM Hispanic or Latino 1% Native Hawaiian/ 2% Other Pacific Islander Asian Multi-Ethnic URM 10% 3% < 1% White Multi-Ethnic Non-URM Native Hawaiian/ 32% 1% Other Pacific Islander Asian < 1% 10%

White 32%

In 2005, Cornell granted 601 degrees to international students. By 2014, that number has increased 70% to 1,023 and represents 70 countries from Afghanistan to Zimbabwe.

Of the 2,211 total degrees awarded in 2013-2014, 1,132 were professional master’s degrees, 568 were research master’s degrees and 511 were doctoral degrees. The number of doctoral degrees that were awarded increased 13% over the past ten years, and the number of professional degrees grew 54% over the same period.

In 2014, degrees granted in the physical sciences and engineering represented 48% of the total Graduate School degrees awarded; the social sciences accounted for 34%; and the humanities and life sciences awarded the remainder with 9% each.

Women earned 45% of the total degrees granted in award year 2014 with 44% coming from other countries. Of the 433 women representing non-US countries, 59% earned a professional master’s degree.

Of the total 983 women awarded Cornell Graduate School degrees in award year 2014, 80% earned the degree in the physical sciences and engineering and in the social sciences.

The percentage of minority students earning degrees over the past ten years has increased 38% and the percentage of under-represented minority students earning degrees over the past ten years has increased 246%. Total minorities as well as underrepresented minorities comprised 16% of those earning graduate degrees in award year 2014.

White 39%

White 32%

Years 2005–2014

Multi-Ethnic Non-URM 1%

Graduate Student Degrees Awarded by Graduate Field; Award Year 2014 Graduate Field

Doctoral

Research Masterâ&#x20AC;&#x2122;s

Professional Masterâ&#x20AC;&#x2122;s

Aerospace Engineering

2

13

5

Animal Science

6 0 1 7

Anthropology

6 0 7 13

Applied Economics and Management

6

Applied Mathematics

9 0 9 18

Applied Physics

9

Archaeology

0 0 3 3

Architecture

2

Art

0 0 6 6

Asian Literature, Religion and Culture

4

Asian Studies

0 0 6 6

Astronomy and Space Sciences

7

Atmospheric Science

1 0 2 3

Biochemistry, Molecular & Cell Biology Biological and Environmental Engineering Biomedical Engineering Biophysics

2 4 46 0 0

19 12

Grand Total

20

27 25

2 50 2 2

6 9

20

0

3

23

9

14

10

33

12 65 15 92 4 0 0 4

Chemical Engineering

11 51 13 75

Chemistry and Chemical Biology

34

0

City and Regional Planning

5

Civil and Environmental Engineering

7

Classics

2 0 0 2

Communication

4

0

Comparative Biomedical Sciences

8

0

Comparative Literature

5 0 4 9

Computational Biology

1 0 0 1

Computer Science

23

57

37

6

48

58

18

83

10 14 3

11

11

112

32

155

Design and Environmental Analysis

0

0

12

12

Development Sociology

6 0 4 10

Ecology and Evolutionary Biology

7

Economics Education

0

14

0

5

13

2

9

23 37 1 19

Electrical and Computer Engineering

27

78

34

139

English Language and Literature

10

0

17

27

Entomology

4 0 5 9

Environmental Toxicology

1 0 1 2

Fiber Science and Apparel Design

2

0

1

3

Food Science and Technology

10

13

7

30

Genetics and Development

10

0

0

10

Geological Sciences

3 2 2 7

Germanic Studies

4 0 4 8

Government

11

0

19 30

History

6 0 8 14

Horticulture

2 4 4 10 37

Graduate Student Degrees Awarded by Graduate Field; Award Year 2014, continued Graduate Field

Doctoral

Research Masterâ&#x20AC;&#x2122;s

Professional Masterâ&#x20AC;&#x2122;s

Hotel Administration

0

78

5

83

Human Development

7

0

11

18

Immunology and Infectious Disease

4

0

0

4

Industrial and Labor Relations

10

77

8

95

Information Science

1

16

3

20

International Agriculture and Rural Development

0

14

0

14

International Development

0

11

0

11

Landscape Architecture

0

22

0

22

Law

3 0 0 3

Linguistics

4 0 5 9

Management

7 0 6 13

Materials Science and Engineering

9

4

22

35

Mathematics

10 0 6 16

Mechanical Engineering

21 49 28 98

Medieval Studies

2 0 4 6

Microbiology

6 0 1 7

Molecular and Integrative Physiology

2

0

Music

6

0

Natural Resources

5 2 6 13

Near Eastern Studies

1

0

1

2

Neurobiology and Behavior

3

0

0

3

Nutrition

7 0 3 10

Operations Research and Information Engineering

9

Pharmacology

4 0 0 4

Philosophy

4 0 9 13

Physics

78

26

0

1

3

11 17

7

94

39 65

Plant Biology

5 0 1 6

Plant Breeding

2 2 1 5

Plant Pathology and Plant-Microbe Biology

8

0

0

8

Policy Analysis and Management

2

28

2

32

Psychology

4 0 5 9

Public Affairs

0

132

0

132

Real Estate

0

23

0

23

Regional Science

4 0 3 7

Romance Studies

11 0 9 20

Science and Technology Studies

3

Sociology

5 0 1 6

Soil and Crop Sciences

0

Statistics

3

48

6 57

Systems Engineering

0

35

0

Theatre Arts

1 0 2 3

Theoretical and Applied Mechanics

4

0

0

4

Zoology and Wildlife Conservation

1

0

0

1

Total 38

Grand Total

511

0 1

1,132

3 2

6 3 35

568 2,211

al

financial support DOCTORAL DEGREES Total = 2,939

Other Funding 6%

CU Fellow 7%

External Fellow Graduate students are supported through assistant4% CU Fellow 18% External Fellow 10%

GRA/RA 32% GA/TA 34%

13%

RESEARCH MASTERâ&#x20AC;&#x2122;S DEGREES Total = 337

External Fellow 10%

ships, fellowships and funding from other sources, including funds paid directly to the student. A fellowship is an arrangement in which financial support is given to a graduate student to pursue his or her degree without any obligationOther on the part of the student to GA/TA 22% engage in teaching and/or research in furtherance Funding 54%mission. Fellowships are of the university academic generally merit-based awards intended to support a student in a full-time course of study. GRA/RA

CU Fellow 7%

External Fellow 4%

Assistantships are an arrangement in which financial support is given to a graduate student who engages in teaching and/or research in furtherance of the university academic mission, as well as his or her graduate education. At Cornell, assistantships include teaching assistantships (TA),External graduate assistantships Fellow GA/TAand (GA), graduate research assistantships < 1% (GRA), 3% research assistantships (RA).

CU Fellow

GRA/RA

1% Please note: The financial support charts do not 1% contain information on the 227 graduate students enrolled in absentia for Fall 2013.

GA/TA 22%

Other Funding 54%

GRA/RA 13%

Other Funding 95%

PROFESSIONAL MASTERâ&#x20AC;&#x2122;S DEGREES Total = 1,673

External Fellow < 1% CU Fellow 1%

GA/TA 3% GRA/RA 1%

Other Funding 95%

39

Graduate Student Financial Support by Discipline and Degree Type, Fall 2013 Discipline

Doctoral

Research Master’s

Professional Master’s

Total

Humanities CU Fellow

143

42%

GA/TA

182 53%

3

9%

22 63%

0

0%

8 8%

146 212

GRA/RA

1 0%

0 0%

1 1%

1

External Fellow

8 2%

0 0%

0 0%

8

Other Funding Total

10

3%

344 100%

10

29%

35 100%

97

92%

106 100%

117 484

Life Sciences CU Fellow

93 13%

11 16%

1 4%

105

GA/TA

201 28%

22 32%

0 0%

223

GRA/RA

255 36%

21 31%

3 13%

279

External Fellow

112

16%

5

7%

0

0%

117

Other Funding

45

6%

9

13%

19

83%

73

Total

706 100%

68 100%

23 100%

797

Physical Sciences CU Fellow

157

GA/TA

362 27%

0 0%

13 10%

375

GRA/RA

555 42%

2 0%

14 11%

571

External Fellow

166

13%

0

0%

4

3%

170

Other Funding

77

6%

766

99%

93

73%

936

Total

12%

1,317 100%

6

1%

774 100%

3

2%

127 100%

166

2,218

Social Sciences CU Fellow

128

22%

GA/TA

253 44%

18 17%

38 5%

309

GRA/RA

137 24%

8 7%

12 2%

157

External Fellow

20 3%

Other Funding

34

Total

6%

572 100%

8

7%

4 4% 69

64%

107 100%

16

2%

5 1% 699

91%

770 100%

152

29 802 1,449

Grand Total

2,939 984 1,026 4,948

Note: does not include in absentia students

40

Graduate Student Financial Support by College and Degree Type, Fall 2013 Discipline

Doctoral

Research Master’s

Professional Master’s

Total

Agriculture and Life Sciences CU Fellow

94 12%

16 13%

1 1%

111

GA/TA

234 31%

30 24%

13 11%

277

GRA/RA

282 37%

36 29%

4 3%

322

1 1%

102

External Fellow

98 13%

Other Funding

48 6%

Total

756

100%

3 2% 39 31% 124

100%

98 84% 117

100%

185 997

Architecture, Art and Planning CU Fellow

1

4%

0

0%

0

0%

1

14

54%

7

27%

9

5%

30

GRA/RA

3

12%

0

0%

8

4%

11

External Fellow

1

4%

0

0%

3

2%

4

Other Funding

7

27%

19

73%

177

90%

203

26

100%

26

100%

197

100%

249

GA/TA

Total

Arts and Sciences CU Fellow

263

24%

5

12%

2

8%

270

GA/TA

518

48%

17

41%

0

0%

535

GRA/RA

188

17%

0

0%

0

0%

188

External Fellow

75

7%

4

10%

0

0%

79

Other Funding

43

4%

15

37%

24

92%

82

1,087

100%

41

100%

26

100%

1,154

Total

Engineering CU Fellow

133

15%

1

1%

6

1%

140

GA/TA

177

20%

9

9%

0

0%

186

GRA/RA

387

45%

3

3%

2

0%

392

External Fellow

115

13%

3

3%

0

0%

118

Other Funding

55

6%

81

84%

802

99%

938

867

100%

97

100%

810

100%

1,774

Total

Hotel Administration CU Fellow

0

0%

0

0%

1

1%

1

GA/TA

3

100%

0

0%

2

2%

5

External Fellow

0

0%

0

0%

0

0%

0

Other Funding

0

0%

3

100%

100

97%

103

Total

3

100%

3

100%

103

100%

109

41

Graduate Student Financial Support by College and Degree Type, Fall 2013, continued Discipline

Doctoral

Research Master’s

Professional Master’s

Total

Human Ecology CU Fellow

15

22%

3

9%

4

1%

22

GA/TA

37

54%

11

31%

2

1%

50

GRA/RA

10

14%

1

3%

0

0%

11

External Fellow

1

1%

0

0%

1

0%

2

Other Funding

6

9%

20

57%

278

98%

304

69

100%

35

100%

285

100%

389

Total

Industrial and Labor Relations CU Fellow

0

0%

0

0%

9

7%

9

GA/TA

10

37%

1

13%

20

15%

31

GRA/RA

17

63%

3

38%

4

3%

24

External Fellow

0

0%

0

0%

0

0%

0

Other Funding

0

0%

4

50%

102

76%

106

27

100%

8

100%

135

100%

170

Total

Law CU Fellow

8

89%

0

n/a

0

n/a

8

External Fellow

0

0%

0

n/a

0

n/a

0

Other Funding

1

11%

0

n/a

0

n/a

1

Total

9

100%

0

n/a

0

n/a

9

Management CU Fellow

0

0%

0

n/a

0

n/a

0

GA/TA

2

6%

0

n/a

0

n/a

2

31

89%

0

n/a

0

n/a

31

2

6%

0

n/a

0

n/a

2

35

100%

0

n/a

0

n/a

35

GRA/RA Other Funding Total

Veterinary Medicine CU Fellow

7

12%

0

0%

0

n/a

7

GA/TA

3

5%

0

0%

0

n/a

3

GRA/RA

30

50%

0

0%

0

n/a

30

External Fellow

16

27%

3

100%

0

n/a

19

Other Funding

4

7%

0

0%

0

n/a

4

60

100%

3

100%

0

n/a

63

Total

Grand Total

2,939

Note: does not include in absentia students 42

100%

337

100%

1,673

100%

4,949

Doctoral Support by Discipline, Fall 2004, 2008 and 2013 Discipline

Fall 2004

Fall 2008

Fall 2013

Total

Humanities CU Fellow

170 44%

158 42%

143 42%

471

GA/TA

203 53%

193 51%

182 53%

578

GRA/RA

1 0%

9 2%

1 0%

1

External Fellow

7 2%

3 1%

8 2%

18

Other Funding

2 1%

12 3%

10 3%

24

Total

383 100%

375 100%

344 100%

1,092

Life Sciences CU Fellow

203 25%

114 15%

93 13%

410

GA/TA

168 21%

196 26%

201 28%

565

GRA/RA

367 45%

357 47%

255 36%

979

External Fellow

43 5%

63 8%

112 16%

218

Other Funding

29 4%

23 3%

45 6%

97

Total

810 100%

753 100%

706 100%

2,269

Physical Sciences CU Fellow

192 16%

129 11%

157 12%

478

GA/TA

363 30%

368 30%

362 27%

1,093

GRA/RA

586 48%

660 54%

555 42%

1,801

External Fellow

51 4%

20 2%

166 13%

237

Other Funding

20 2%

48 4%

77 6%

145

Total

1,212 100%

1,225 100%

1,317 100%

3,754

Social Sciences CU Fellow

118 21%

111 20%

128 22%

357

GA/TA

242 43%

259 47%

253 44%

754

GRA/RA

138 25%

140 25%

137 24%

415

External Fellow

18 3%

13 2%

20 3%

51

Other Funding

45 8%

33 6%

34 6%

112

Total

561 100%

556 100%

572 100%

1,689

Grand Total

2,966 2,909 2,939 8,804

Note: does not include in absentia students

43

Median Time to Degree—Doctoral Program by Field

Discipline

1990–1994 1995–1999 2000–2004 2005–2009

Fall Admit Cohort

Fall Admit Cohort

Fall Admit Cohort

Fall Admit Cohort

Humanities

5.8 6.5 6.5 5.8

Life Sciences

5.0 5.5 5.5 5.0

Physical Sciences

4.8 5.0 5.3 5.0

Social Sciences

4.8 5.8 5.8 5.0

Humanities Architecture

8.1 5.3 8.0 7.5

Asian Literature, Religion and Culture

7.6

Classics

4.9 6.0 6.5 6.1

8.3

7.5

6.9

Comparative Literature

5.8 8.0 7.5 6.8

English Language and Literature

5.0

Germanic Studies

5.8 8.3 6.8 6.8

History

6.8 7.3 7.0 6.8

History of Art, Archaeology, and Visual Studies

6.5

6.5

6.3

6.5

6.5

5.8

6.0

Medieval Studies

4.0 5.8 6.0 5.8

Music

6.5 6.0 6.5 5.0

Near Eastern Studies

5.6

Philosophy

5.8 6.5 6.0 6.0

Romance Studies

4.8 4.8 5.8 6.0

Science and Technology Studies

5.8

Theatre Arts

6.5 6.8 5.8 4.8

3.8

6.5

6.8

6.5

5.1

6.3

Life Sciences

44

Animal Science

4.8 4.8 4.9 4.8

Biochemistry, Molecular & Cell Biology

5.8

Biometry

5.4 5.8 4.5 4.0

Biophysics

6.8 6.0 5.8 5.0

Comparative Biomedical Sciences

4.5

4.4

5.3

4.5

Computational Biology

n/a

n/a

5.3

4.8

Ecology and Evolutionary Biology

6.0

5.8

6.0

5.8

Entomology

5.1 5.5 5.3 5.3

Environmental Toxicology

4.8 4.8 5.0 4.9

Food Science and Technology

4.1

4.8

4.8

4.3

Genetics and Development

5.8

6.0

5.8

5.5

Horticulture

3.8 4.8 4.9 4.3

Immunology and Infectious Disease

4.8

Microbiology

4.9 5.0 5.4 5.0

Molecular and Integrative Physiology

4.5

Natural Resources

5.8 6.0 6.0 5.8

Neurobiology and Behavior

6.5

Nutrition

5.1 5.8 5.0 4.5

Pharmacology

5.0 5.5 5.8 5.6

Plant Biology

6.0 5.8 5.8 5.5

Plant Breeding

4.5 5.0 4.8 4.5

Plant Pathology and Plant-Microbe Biology

4.8

Psychology

5.3 4.8 5.0 5.0

5.8

4.5 5.0 6.0

5.1

6.0

5.0 5.3 5.9

5.5

5.8

5.0 5.0 5.0

5.5

Discipline

1990–1994 1995–1999 2000–2004 2005–2009

Fall Admit Cohort

Fall Admit Cohort

Fall Admit Cohort

Fall Admit Cohort

Soil and Crop Sciences

4.5

5.0

4.8

4.3

Zoology and Wildlife Conservation

4.5

5.8

4.8

6.0

Physical Sciences Aerospace Engineering

5.0 4.5 5.5 5.0

Applied Mathematics

4.8 5.5 4.9 5.0

Applied Physics

4.0 5.8 5.8 5.8

Astronomy and Space Sciences

4.8

Atmospheric Science

n/a 7.0 5.5 4.8

5.8 5.5

5.9 5.8

5.8

Biological and Environmental Engineering

4.8

Biomedical Engineering

n/a 8.8 5.0 5.0

5.0

Chemical Engineering

4.9 5.0 5.0 5.0

Chemistry and Chemical Biology

4.8

5.0

5.0

5.0

Civil and Environmental Engineering

4.5

5.0

5.0

5.0

Computer Science

4.1 5.0 5.8 5.0

Electrical and Computer Engineering

5.0

4.8

4.8

5.0

Fiber Science and Apparel Design

4.8

4.0

4.8

4.8

Geological Sciences

5.5 5.5 5.3 4.6

Materials Science and Engineering

3.9

Mathematics

5.5 5.8 5.8 4.9

Mechanical Engineering

4.0 4.9 4.8 4.8

Operations Research and Information Engineering

4.0

Physics

4.8 5.8 5.8 5.8

Theoretical and Applied Mechanics

3.8

5.0

4.8 4.8

5.0

5.0 5.0

4.8

4.8 5.0

Social Sciences Anthropology

6.5 7.0 6.9 6.5

Applied Economics and Management

5.5

5.0

5.8

4.8

City and Regional Planning

5.8

6.0

6.0

4.6

Communication

4.5 5.8 5.8 4.0

Design and Environmental Analysis

n/a

Development Sociology

5.5 7.8 7.9 6.5

Economics

4.8 4.8 5.5 4.8

Education

4.0 4.6 4.8 4.0

Government

5.5 6.8 6.5 5.8

Hotel Administration

5.1 7.0 6.3 5.0

Human Development

4.8 4.8 4.8 5.0

n/a

5.5

n/a

Industrial and Labor Relations

4.8

Information Science

n/a 6.0 4.8 4.3

Law

3.0 4.5 4.5 3.9

Linguistics

5.0 6.8 6.8 5.8

Management

4.8 5.0 5.0 4.9

Policy Analysis and Management

6.0

Regional Science

5.1 6.1 6.8 5.3

Sociology

5.0 6.0 6.8 6.1

Statistics

4.0 5.5 5.4 5.8

6.8

5.8

n/a

5.0

5.5

4.8

45

Average Completion Rate—Doctoral Program by Field

Discipline

1990–1994 1995–1999 2000–2004 2005–2009

Fall Admit Cohort

Fall Admit Cohort

Fall Admit Cohort

Fall Admit Cohort

Humanities

73% 80% 79% 72%

Life Sciences

80% 82% 84% 64%

Physical Sciences

79% 75% 77% 56%

Social Sciences

72% 70% 75% 54%

Humanities Architecture

57% 60% 67% 17%

Asian Literature, Religion and Culture

70%

Classics

52% 53% 68% 35%

Comparative Literature

74% 82% 89% 68%

English Language and Literature

75%

Germanic Studies

77% 71% 75% 33%

History

61% 61% 52% 36%

History of Art, Archaeology, and Visual Studies

74%

Medieval Studies

77% 60% 58% 54%

Music

89% 75% 85% 59%

Near Eastern Studies

67%

Philosophy

73% 32% 70% 41%

Romance Studies

85% 72% 68% 53%

Science and Technology Studies

73%

Theatre Arts

85% 30% 55% 50%

57%

75%

71%

50%

76%

71%

79%

67%

50%

71%

40%

51%

31%

50%

42%

Life Sciences Animal Science

86% 81% 87% 63%

Biochemistry, Molecular & Cell Biology

85%

Biometry

33% 47% 78% 50%

Biophysics

75% 67% 65% 79%

Comparative Biomedical Sciences

76%

Computational Biology

46

88%

77%

64%

83%

82%

71%

n/a

n/a

100%

29%

Ecology and Evolutionary Biology

85%

82%

80%

70%

Entomology

91% 89% 81% 69%

Environmental Toxicology

90% 74% 87% 77%

Food Science and Technology

76%

88%

93%

77%

Genetics and Development

81%

70%

93%

54%

Horticulture

62% 97% 90% 80%

Immunology and Infectious Disease

90%

Microbiology

84% 85% 87% 77%

Molecular and Integrative Physiology

79%

Natural Resources

64% 76% 83% 46%

Neurobiology and Behavior

82%

Nutrition

75% 80% 75% 65%

Pharmacology

78% 85% 93% 55%

Plant Biology

81% 77% 78% 66%

Plant Breeding

90% 94% 86% 71%

Plant Pathology and Plant-Microbe Biology

89%

Psychology

74% 62% 72% 54%

87% 89% 83%

81%

80% 89% 91%

86%

83% 92% 50%

63%

Discipline

1990–1994 1995–1999 2000–2004 2005–2009

Fall Admit Cohort

Fall Admit Cohort

Fall Admit Cohort

Fall Admit Cohort

Soil and Crop Sciences

84%

89%

92%

55%

Zoology and Wildlife Conservation

88%

80%

100%

60%

Physical Sciences Aerospace Engineering

75% 71% 84% 42%

Applied Mathematics

80% 89% 80% 74%

Applied Physics

74% 71% 78% 54%

Astronomy and Space Sciences

78%

Atmospheric Science Biological and Environmental Engineering Biomedical Engineering

95%

87%

64%

n/a 80% 50% 60% 75%

79%

79%

59%

n/a 60% 87% 54%

Chemical Engineering

81% 78% 90% 53%

Chemistry and Chemical Biology

84%

73%

71%

54%

Civil and Environmental Engineering

71%

73%

63%

47%

Computer Science

70% 80% 70% 49%

Electrical and Computer Engineering

83%

79%

80%

50%

Fiber Science and Apparel Design

52%

56%

71%

67%

Geological Sciences

81% 61% 77% 37%

Materials Science and Engineering

78%

Mathematics

68% 73% 86% 75%

Mechanical Engineering

81% 68% 76% 56%

Operations Research and Information Engineering

86%

Physics

83% 73% 77% 65%

Theoretical and Applied Mechanics

80%

67%

65% 87%

78%

79% 97%

51%

66% 79%

Social Sciences Anthropology

71% 76% 72% 29%

Applied Economics and Management

75%

52%

75%

56%

City and Regional Planning

72%

78%

72%

70%

Communication

64% 67% 64% 60%

Design and Environmental Analysis

n/a

n/a

n/a

0%

Development Sociology

65% 64% 63% 22%

Economics

74% 80% 81% 70%

Education

74% 63% 55% 52%

Government

73% 69% 70% 43%

Hotel Administration

86%

Human Development

76% 66% 68% 65%

Industrial and Labor Relations

68%

Information Science

89% 64%

100% 86%

70% 57%

n/a 100% 100% 47%

Law

60% 100%

Linguistics

78% 60% 70% 40%

Management

83% 76% 84% 62%

Policy Analysis and Management

75%

Regional Science

75% 88% 75% 69%

Sociology

62% 64% 77% 25%

Statistics

57% 74% 80% 68%

83%

85% 55%

78%

83%

47