Graduate School Annual Report 2014-2015 by Cornell Graduate School

Cornell Graduate School ANNUAL REPORT 2014â&#x20AC;&#x201C;2015

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

Jan Allen Associate Dean for Academic and Student Affairs

contents 3 About the Graduate School

Sara Xayarath Hernández Associate Dean for Inclusion & Student Engagement

4 Letter from the Dean 6 Program Assessment and Learning 8 Student Experience 10 Inclusion

Jason Kahabka Associate Dean for Administration

12 Financial Support 14 Field, Faculty, and Staff Support 16 Visibility 18 Statistics and Tables Janna Lamey Assistant Dean for Graduate Student Life

The Graduate School provides strategic leadership and support for

VISION

Cornell’s distinctive system of cross-disciplinary and integrative graduate education within which a diverse group of students and faculty thrive intellectually and professionally to achieve academic excellence.

The Graduate School enhances the intellectual life of the university by

MISSION

enabling graduate and professional students to undertake scholarly study and advanced research, and prepare for professional work in diverse career paths. The Graduate School focuses on the following strategic areas to fulfill our mission:

Learning and Assessment: To promote excellence in learning, the Graduate School coordinates the University’s graduate assessment initiatives, and pursues partnership and external funding opportunities to develop innovative structures in support of students’ scholarly and professional development.

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

Field, Faculty, and Staff Support: By coordinating the graduate field structure and administering 13 degrees and nearly 100 graduate fields, we strive to deliver seamless, efficient, and aligned services that enable fields to devote their efforts and resources to research, scholarship, and instruction.

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

Letter from the Dean Dear Friends and Colleagues, Graduate students are essential to Cornell’s research and teaching mission. As we celebrated Cornell’s Sesquicentennial this year, I am pleased to report that our system of graduate education is thriving. Graduate education involves more than research, teaching, and scholarship. The Graduate School identified six priority areas that support student academic and professional success, fields and faculty, and the student experience. In this year’s Annual Report, we highlight significant accomplishments in these areas and provide a snapshot of metrics and demographic data to understand better our current strengths and challenges. Supporting student academic success, and providing opportunities for professional, personal, and career development is paramount to the Graduate School mission. This year we developed and presented workshops, seminars, and other events that attracted more than 6,000 graduate and professional student participants. Events like the “Three Minute Thesis Competition,” in which students described their research in three minutes or less to a general audience, fostered communication skills and cross-disciplinary exchanges. Other workshops, like “Learning the Basics of Online Learning and Teaching,” helped prepare students who are interested in careers in higher education.

To support the graduate fields and faculty and promote excellence in learning, we developed a robust system of assessment and streamlined administrative processes to aid in recruitment, financial support, and records management. Among other accomplishments, this year our staff digitized nearly 95,000 student records, a task that significantly reduced time spent accessing records. A positive and balanced student experience is key to student success. As part of the Graduate and Professional Community Initiative—the strategic plan developed by and for graduate and professional students—the Graduate School made progress toward enhancing student life with initiatives that included renovating the Big Red Barn Graduate and Professional Student Center and establishing an English Language Support Office in partnership with the Knight Institute for Writing in the Disciplines. I frequently speak about the excellence of our students and our system of graduate education, but none of this would be possible without the support of our alumni, faculty, fields, and staff, who help our system of graduate education thrive. I am deeply grateful for their exceptional commitment and dedication. Best wishes, Barbara A. Knuth Senior Vice Provost and Dean of the Graduate School

Graduate School wins innovation award Cornell University’s Graduate School has won the Northeastern Association of Graduate Schools (NAGS)/Educational Testing Service (ETS) Award for Innovation and Excellence in Graduate Education. The prestigious award is given to a NAGS member institution in recognition of outstanding practices from graduate admissions through degree completion. The Graduate School was recognized for its innovative approaches to promoting degree completion and helping students develop a peer writing community through its writing programs. The components include writing consultations at the Knight 4

Institute for Writing in the Disciplines; peer tutors; dissertation, thesis, and proposal boot camps; daily Write-Ins; a listserv; workshops on writing competitive fellowship applications; and Englishlanguage support for international graduate and professional students. According to Jan Allen, associate dean for academic and student affairs, “Cornell’s graduate academic writing support programs encourage goal-setting, accountability, and development of a robust peer community. This underscores students’ commitment to their writing and degree completion.”

The Knight Institute for Writing in the Disciplines offers feedback on drafts from peer tutors. Peer tutors receive stipends and professional training, while graduate students receive support for their scholarly and professional communications. Among the most popular Graduate School offerings are week-long dissertation, thesis,and proposal writing boot camps and writers retreats, which are open to any graduate or professional student. Workshops offer group and individual writing space, food, and appointments with writing and statistical consultants as well as stressreductions activities and peer support. Daily Write-Ins at the Big Red Barn

Graduate School leadership General Committee of the Graduate School 2014–2015 NAME

FIELD OR AFFILIATION

TERM END

Dean Barbara A. Knuth

Graduate School

Associate Dean Jan Allen

Graduate School

Associate Dean Jason Kahabka

Graduate School

Siddarth Chandrasekaran

graduate student

2015

Tiffany St. Bernard

graduate student

2016

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 replaced by Shawkat Toorawa until January 2015

Music

Members-at-Large

Humanities

on sabbatical

Social Sciences 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 Melissa Hines

Chemistry & Chemical Biology

2017

Life Sciences

Physical Sciences

Graduate and Professional Student Center provide free coffee and a quiet place for writers to work on their projects. Write-ins occur Monday through Friday, from 8 a.m. to 11 a.m. when classes are in session. For these come-and-go sessions, students sign in with their name and writing goals. When they depart, they indicate how long they wrote and whether they accomplished their goals. “I am honored that NAGS has recognized the outstanding contributions of our writing programs. They are truly innovative with a large scope, drawing participants from a wide range of fields and disciplines,” said Barbara A. Knuth, senior vice provost and dean of the Graduate School.

Daily Write-Ins at the Big Red Barn 5

PRIORITY ONE

program assessment and learning GOAL Promote a culture of learning, assessment, and continual improvement in Cornell graduate programs.

92% OF DOCTORAL ALUMNI SAY THAT CORNELL PREPARED THEM FOR THEIR CURRENT CAREER

student spotlight Kristen Morris, Fiber Science and Apparel Design, Ph.D. Some pieces of clothing are more artistic than functional and reflect a designer’s aesthetic. Some pieces are made for average body types and typical daily use, requiring little innovation. But then some clients and some designers need to work together to solve a particular problem where the clothing must specifically fit a unique function. This niche of design must be both innovative and functional, and most of all in order to be useful it has to be collaborative. Collaborative design in fashion is the research focus of Kristen Morris, a 6

Assessment is one of the keys to a high-quality system of graduate education. All graduate programs have submitted statements of learning outcomes and associated assessment plans, which are posted on the fields of study section on the Graduate School website. Fields report biennially to the Graduate School on findings and next steps from their assessment activities. This year, the Graduate School continued our robust assessment of student learning outcomes, student experience, and doctoral alumni career outcomes through a series of surveys targeting different stages of the graduate and professional student experience to understand the areas of learning outcomes, student experience, and career outcomes. Information from these surveys is accessible to faculty directors of graduate studies and graduate field assistants through our online portal, with detailed information for each graduate field and comparative metrics for each broad discipline. Survey results are a key component of the biennial field meetings that Graduate School leadership holds individually with each faculty director, and help identify areas of improvement within each field.

Ph.D. student in fiber science and apparel design. Initially drawn to the glamor and luxury of fashion, Morris ultimately moved her focus from the catwalk to the factory floor, noting the complex integration required to make a functional product for a unique target population. Her research seeks to understand the process by considering all of the stakeholders and interactions involved in the participatory design and development of apparel. In 2014, Morris led a collaborative design process with the Cornell heavyweight rowing team to design practice uniforms for the athletes. Crew members worked with her to imagine looks and designs for the team, which were then built according to the needs of the rowers. Studying this process for her dissertation research, Morris was able to see firsthand how valuable user input could be in designing for specific athletic conditions. Before coming to Cornell, Morris helped

to design and guide the development of collaborative apparel, including a line of active wear made for pregnant women. Meeting the special needs of a target population – whether pregnant women, astronauts, firefighters, or elite runners – is a process Morris believes would benefit from this type of systematic analysis: “I am inspired by the complex requirements of these populations. I believe that by studying their extreme situations, we can apply and develop innovative apparel technologies and methods to address everyday human needs collaboratively.” In 2014 Morris received a research travel grant from the graduate school to begin conducting interviews with a shoe manufacturer noted for participatory design and open innovation methods. She has also engaged in her own collaborative design process, working with local runners to design and test a cold-weather base layer shirt.

Assessing Learning Outcomes: The student perspective on achieving intended learning outcomes, as articulated by a graduate faculty task force, is assessed through the Exit Survey administered to all graduating students at each degree conferral period. Assessing Student Experience: Student perceptions

of academic and student life, quality, and frequency of faculty interactions and advising, and program/university climate are assessed through several targeted graduate/ professional student surveys, including New Student, Doctoral Experience, and Exit. Information is shared strategically with units across the campus to support initiatives that will improve the student experience.

Career Outcomes: To understand what happens after graduation, we are implementing a Career Outcomes Survey for doctoral alumni who graduated in the past 20 years that will include questions about alumni perceptions of how well Cornell prepared them for their current career, factors that helped them land their first position, and elements of doctoral education that are currently important for students seeking to enter their field. To supplement survey responses, the Graduate School is searching public databases such as LinkedIn for additional insight into our alumni career outcomes. New and Revised Programs

During 2014–2015, the Graduate School facilitated the following program and curriculum additions, and modifications for graduate fields, which were approved by the New York State Education Department as required.

Field Deactivations

• Cornell-Nanyang Technological University joint M.M.H. Degree Program Delegations to Colleges

• M.Arch. to College of Architecture, Art, and Planning • M.M.H. to School of Hotel Administration • M.Eng. to College of Engineering • MPS in Management to the Johnson School New Degree Programs

• Dual MBA/MMH with China Europe International Business School

LEARN MORE

Learning Assessment at Cornell University Graduate School Visit the newly approved Dual MBA/MMH with China Europe International Business School Complete list of graduate fields

student spotlight Hoang Vu, History, Ph.D. “In Vietnam you do not need to have parents who are diplomats to tell you about history at the dinner table. Every family has the most amazing, most heartbreaking stories to tell, if you take the time to listen. And if you do, you cannot help but be interested in history.” Hoang Vu sees the usefulness of a wide range of historical practices, especially when it comes to understanding the troubled history of his homeland, Vietnam. At the same time, as the son of diplomats, raised in many of the world’s diplomatic capitals, Vu’s exposure to the world of high politics helped inspire him on a path of inquiry into the highest levels of policy making. A graduate student in history, Vu studies the diplomatic history of Vietnam between the end of the Vietnam War (1975) and the beginning of modern, normalized relations with the West (1995). During this time, Vietnam entered a costly war against Cambodia, ultimately removing the genocidal Khmer Rouge regime, though the quagmire of the invasion itself bore striking resemblances to the ill-fated American invasion of Vietnam a decade earlier. The diplomatic history of this time — the Cambodian invasion and the successful negotiation of an end to the conflict — is relevant to scholars and policy makers on the global stage today: How was Vietnam able to escape the quagmire of its invasion of Cambodia and rejoin the international system on relatively favorable terms? When is it appropriate to forcibly intervene and remove a genocidal regime? What can the negotiations that led to the successful resolution of the Cambodia conflict in 1991 teach diplomats today who are seeking to bring lasting peace to troubled regions? While much of the historical scholarship of this time period follows a singular, socialist narrative, Vu’s research seeks to more fully explore the complexity of the forces that led to Vietnam’s foreign policy decisions. In this way, diplomatic history is indispensible to policy makers of our own time who seek a deeper understanding of the world they hope to shape and an awareness of the possible consequences of their actions.

PRIORITY TWO

student experience GOALS Enhance academic and professional development opportunities

for students. Enhance graduate and professional student and postdoc life.

Graduate education is more than coursework, research, and scholarship. An effective and comprehensive graduate education includes a multi-faceted curriculum of academic, professional, career, and personal development programs ranging from thesis and dissertation writing boot camps to external fellowship application workshops. The Graduate School supports students throughout their graduate studies as they explore career options and develop skills sought by employers in a wide range of settings. Last year, the Graduate School developed a “program chart” to identify and describe core competencies and transferable skills necessary for an effective system of professional development. This year, our writing programs were recognized with the NAGS/ETS Award for Excellence and Innovation in Graduate Education. Our programs included cross-disciplinary collaborations and developing skills for success in graduate school. We helped new students transition to graduate school through an innovative series of discussion programs where pizza was served and topics covered included everything from sleep and time management to the top 10 skills for success. In the popular Three Minute Thesis (3MT ©) competition, students had three minutes to describe their thesis or dissertation and its implications to a general audience composed of students, faculty, and staff.

154 6,481 382 PROGRAMS

PARTICIPANTS

HOURS OF PROGRAMS

“Microbes surround our lives,” began Ph.D. student FoSheng Hsu in his Three Minute Thesis presentation on his research into Legionella, a “bad” bacteria that is able to disguise itself in the human body. The reaction from the crowd in the Biotechnology Building and the combined 8

scores of four judges signaled Hsu’s success, and he was awarded first place ($1,500) in the Cornell Graduate School’s first annual Three Minute Thesis, or 3MT, competition. Hsu also received the People’s Choice Award ($500) by vote of the 100 people in the audience. 3MT was developed by the University of Queensland in 2008. It challenges graduate students to present their research in three minutes to a non-specialist audience. Prior to the event, the Graduate School hosts “how-to” skill development sessions. Competitors are scored based on audi-

ence engagement, audience comprehension, and their own communication skills. From three preliminary rounds held in March and April, eight finalists—with research interests ranging from imaging nanomagnets with heat to ethical behavior and misreporting—were selected to compete. Hsu’s research into bacteria seeks to find out why some lipids in Legionella can disguise themselves in the human body. The answers have the potential to cure Legionnaires’ disease.

Highlighted Student Experience Programs

Fellowship Writing: To help students write success-

ful external fellowship applications, the Graduate School developed workshops on writing for fellowship competitions. Workshop components included expert advice and peer-to-peer fellowship review consultation.

English Language Support Office (ELSO): The Graduate School provides oversight to encourage programming that meets the needs of international graduate students with three-credit hour courses, a weekly workshop series, a tutoring program, a conversation program, and the ELSO Ambassador Program. Ethics, Responsible Conduct of Research (RCR), and Academic Integrity (AI): Research degree

students must complete RCR training in authorship, peer review, and avoidance of research misconduct prior to the end of the student’s second registered semester. We developed and implemented events (e.g., workshops, ethics café lunchtime discussions, ethics wizard) and materials to provide information about RCR and AI issues.

Future Faculty: The Cornell University Center for the Integration of Research, Teaching, and Learning (CU-CIRTL), funded by the National Science Foundation and the Great Lakes Higher Education Guaranty Corporation, enhanced programming on teaching and mentorship skills in STEM fields, including a popular workshop series and certificate program, “Building Mentoring Skills for a Career in Academia.” Graduate students and postdocs may earn certificates to signify successful completion of various CIRTL outcomes, signaling national-level recognition of these skills and experiences. Financial Literacy: The Graduate School, in partnership with units across the campus, developed a comprehensive personal financial education program with support from the Council of Graduate Schools. This year, we created CA$H COUR$E—a workshop series on personal finance topics—and a Financial Literacy Festival.

Support Sexual Violence Prevention and Response: The Graduate School was an active

participant in making sure that sexual violence prevention efforts required by federal compliance are implemented and are appropriate to the needs of our campus community.

The Graduate and Professional Student Initiative

Graduate and professional students often face competing demands for their time. Finding balance and integrating their personal life into the Cornell experience can be tricky. In 2007 and updated in 2013, the Graduate and Professional Students Assembly (GPSA) developed a strategic plan, the Graduate and Professional Student Initiative (GPCI) for making sweeping improvements to graduate and professional student life. This year, we made progress by establishing eight working groups under the leadership of Graduate School Dean Barbara A. Knuth and Vice President of Student and Academic Services Susan Murphy. Highlighted accomplishments of these groups include special orientation sessions for students with families, a spring orientation for new graduate and professional students, a structural renovation of the Big Red Barn Graduate and Professional Student Center, and the establishment of an English Language Support Office.

Mental Health and Well-being

To support mental health and well-being, and help recognize students in distress, the Graduate School developed programs such as “When Challenges Occur in Your Academic Program” and “Overcoming the Imposter Syndrome.”

CU-Volunteers

To connect students with alumni, we supported CUVolunteers to identify opportunities for alumni-student interaction, expanded our LinkedIn presence, hosted a networking event for alumni and graduate and professional students, and secured several alumni as speakers for professional development programs in the upcoming academic year.

Postdoctoral Programs

For postdoctoral fellows and associates, the Graduate School supported a number of career-focused programs, including an academic job search series, a leadership series, a series to facilitate career exploration, and a training session on applying for grants in computer and information sciences.

LEARN MORE

Academic Affairs Programs Student Life Programs Graduate School Program Chart Graduate and Professional Community Initiative Progress Report on GPCI 9

PRIORITY THREE

inclusion GOAL Build recruitment and student support programs to develop a more diverse graduate student body in terms of gender, race, and ethnicity, focusing particularly on those fields underrepresented in these metrics.

Over the past few years, the Graduate School has developed tools, processes, partnerships, and structures to support an inclusive environment, focusing particularly on those who are underrepresented in their fields. With an increased focus on attracting prospective students, the Graduate School began leveraging our admissions software to track admissions and using data to fine-tune recruitment strategies. For example, we can now use data to focus on recruitment partnerships with institutions suggested by graduate faculty. To provide an authentic voice, students serving as Graduate School Student Recruitment Ambassadors traveled with faculty to recruitment conferences and selected universities with the goal of cultivating a pool of diverse applicants. For current students, our focus was on professional development and student life. Two high-profile programs supported by the Graduate School aimed to promote diversity and excellence in graduate education: The Colman Leadership Program, an intensive three-day leadership immersion program for underrepresented Ph.D. students, and the Edward A. Bouchet Graduate Honor Society, which recognizes the outstanding scholarly achievements of diverse students.

Sara Hernández leads Grad School diversity efforts By Daniel Aloi Sara Xayarath Hernández, MRP ’07, director of Diversity Programs in Engineering (DPE) at Cornell since 2009, was named associate dean for inclusion and student engagement in the Graduate School in January 2015 and began her new role in the spring. Hernández held leadership positions in DPE since completing her graduate studies in 2005. As director of DPE, she developed and oversaw programming and key initiatives in the college focused on recruitment, retention, inclusion, and achievement for undergraduate and graduate students. 10

WE BELIEVE THAT DIVERSE PERSPECTIVES ENHANCE OUR COMMUNITY.

Under her leadership, DPE has played a key role in increasing the participation and success of students from backgrounds traditionally underrepresented in engineering. She has advised and mentored graduate and undergraduate students and served as co-principal investigator on the Cornell University Engineering Success program, funded by the National Science Foundation, and on the University Centers of Exemplary Mentoring program, funded by the Sloan Foundation. President Barack Obama recognized DPE in 2011 with a Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring. Hernández’s appointment was announced by Senior Vice Provost and Dean of the Graduate School Barbara Knuth, who led

We supported student groups that targeted the following demographics: women, students of color, LGBTQ students, veterans, and students with families. For student groups focusing on women’s issues, we cosponsored International Women’s Day, and several Voice and Influence Luncheon Series workshops. We provided financial and programmatic support for student of color events, including the Works in Progress Research series, the Renaissance Ball, Graduation and Recognition Ceremony, and more. The Graduate School supported the oSTEM (Out in Science, Technology, Engineering, and Mathematics) Chapter at Cornell by providing funds for the chapter’s president to attend the oSTEM Annual and also provided assistance for oSTEM’s campus talk, “On Becoming the Next Generation of Leadership for a Diverse STEM Community” with Dr. Eric Jolly. Special orientation programs were offered for veterans and students with families, along with programs for student parents and employment workshops for student spouses/ partners.

the search committee. “We are delighted that Sara will be joining the Graduate School and devoting her considerable expertise to the graduate community,” Knuth said. “With her strategic vision and record of achievement, she will advance our work in inclusion and engagement.” In her new position, Hernández leads the Office of Inclusion and Student Engagement, with a central role in Graduate School efforts to recruit, retain, and support a diverse community of graduate and professional students and postdoctoral scholars. Her responsibilities as associate dean include coordinating and providing student engagement and professional development programming designed to enhance all students’ academic success; improving retention and completion rates;

Opportunities for students to interact across fields, disciplines, and departments occur throughout the year. Students enjoy meeting one another at the annual Student of Color Welcome Reception (above) and enjoying dinner and dancing at the Renaissance Ball (left).

LEARN MORE

Graduate School Recruitment Edward A. Bouchet Graduate Honor Society Graduate School Affiliated Student Organizations

preparing students for academic and nonacademic careers after they attain their graduate degrees; and encouraging participation in these programs among students from populations historically underrepresented in graduate education.

was announced. “I also look forward to collaborating with the other University Diversity Officers as well as partners throughout the university to support the development, progress, and impact of Toward New Destinations initiatives.”

As one of five University Diversity Officers, her responsibilities also include helping steer Toward New Destinations diversity initiatives in colleges and units across the university.

“We are very proud of Sara’s accomplishments as director of Diversity Programs in Engineering and as a passionate and effective advocate in the College of Engineering for greater inclusion and diversity,” said Alan Zehnder, associate dean for diversity and faculty development. “Although she will be dearly missed in DPE we are very happy to see that her talents will be applied for the benefit of the entire Cornell graduate community. We look forward to working with her in her new role.”

“I look forward to joining the Graduate School and collaborating with a diversity of partners on initiatives that will enhance the environment, experiences, and outcomes for our graduate and professional students and postdoctoral scholars, who are all vital members of the Cornell community,” Hernández said when her appointment

PRIORITY FOUR

financial support GOAL Enhance financial support for graduate education.

97% OF PH.D. STUDENTS ARE FULLY FUNDED

Cornell University provides generous support for doctoral students with about 97 percent fully funded. Support includes stipend, tuition, and health insurance. In 2014-2015 the Graduate School awarded $12.3M in stipend support, $9.3M in tuition, and $1.3M in student health insurance for a total of $22.8M in graduate student financial support. The Graduate School also receives funds from alumni through the Graduate Education Fund. We have steadily increased the revenue from our annual fund, which has enabled expansion of student professional and academic development programming. Annual fund dollars for graduate education increased 20 percent from fiscal years 2014 to 2015, likely related at least in part to participation in Giving Day. Gift funds provide essential support for Graduate School professional development and student life programming.

spotlight on grants and funding The Cornell University Center for the Integration of Research, Teaching, and Learning Receives $130,000 for Expansion Great Lakes grant supports efforts to improve STEM graduation rates nationwide Science, technology, engineering, and mathematics (STEM) fields increasingly drive our nation’s innovation and competiveness, and more STEM-educated professionals are needed to fill in-demand, well-paying jobs in these fields. Yet fewer than 40 percent of students who enter college intending to major in a STEM field complete a STEM degree—if they graduate at all. To help reduce troubling attrition rates in STEM disciplines, particularly among historically under-represented students, the Cornell University Center for the 12

Integration of Research, Teaching, and Learning (CU-CIRTL) is preparing the nation’s future STEM faculty to be both great researchers and great teachers. CU-CIRTL is part of a network of 22 major research universities across 16 states in which STEM graduate students are learning teaching and mentoring techniques proven to help undergraduate students from all backgrounds stay with their STEM majors and complete their degrees. CIRTL Network universities currently graduate about 20 percent of the country’s new STEM faculty each year.

As part of the CIRTL Network, Cornell University will receive funding from Great Lakes Higher Education Guaranty Corporation. Great Lakes has committed a total $3.2 million to CIRTL institutions, through spring 2017. Combined with a separate grant CIRTL received from the National Science Foundation (NSF), this Great Lakes grant provides the resources necessary to expand programming at each university, and support cross-network sharing of best practices in future faculty development. Cornell University’s CIRTL learning community, established in 2011, prepares graduate students and postdoctoral scholars for academic careers in science, technology, engineering, and mathematics (STEM) fields, with a focus on three theme areas: evidence-based practice of

(Knuth-PI with Co-PIs Susan Henry and Jed Sparks) Center for the Integration of Research, Teaching, and Learning (CIRTL). University of Wisconsin-Madison (NSF subaward). $143,850 2013–2016.

12.3

MILLION

(Knuth-PI) Enhancing Student Financial Education and Literacy Across

IN STIPEND SUPPORT

teaching; inclusive teaching and learning; and effective research mentoring. With Great Lakes funding, CU-CIRTL will establish a Graduate and Postdoctoral Certificate Program through which participants can document skill development and competencies related to teaching and mentoring, charting their progression from CIRTL Associate to Practitioner to Scholar, and institute a competitive application process by which interest groups can apply for small grants to develop learning community activities around the three themes: evidence-based teaching, inclusive teaching and learning, and mentoring. “We will create opportunities for STEM graduate students and postdoctoral scholars to earn certificates demonstrating

(Knuth-Co-PI with A.T. Miller, PI) Building Skills, Nurturing Success, and Emulating the Academic Achievements of Ronald E. McNair Through an Expanding Community of Practice. Ronald E. McNair Postbaccalaureate Achievement Program at Cornell University. U.S. Department of Education. $1,100,000 2012–2017.

22.8

IN GRADUATE STUDENT

FINANCIAL SUPPORT

(Knuth-PI) Accelerating Assessment Skills and Understanding for Future Faculty in the Sciences and Humanities. Council of Graduate Schools for the Alfred P. Sloan Foundation and the Teagle Foundation. $49,994 2012–2014. (Knuth-Co-PI with Laura Brown) Preparing Graduate Students to Become 21st Century Engaged Teaching Scholars. The Teagle Foundation. $125,000 2012–2014

9.3 IN TUITION

engagement with evidence-based teaching practices and commitment to fostering inclusive environments in their laboratories and classrooms,” said Barbara A. Knuth, senior vice provost and dean of the Graduate School. “These activities will weave together professional development training pursued online and locally, expanding our partnership with Cornell’s Center for Teaching Excellence. We expect a third of CU-CIRTL participants will engage in higher-commitment activities disseminating their learning to larger, sometimes national, communities of scholars. A major focus will be on feasible opportunities for postdoctoral scholars to design and implement teaching innovations. Our new small grant program will encourage scale-up of activities that

1.3

MILLION

(Knuth-PI) NYC ASCENT: Advancing Computer Science Careers through Enhanced Networking and Training: A Proposal for the Implementation of Best Practices in the Computer Science and Engineering Postdoc in New York City. Subaward from Computing Research Association from National Science Foundation award. $78,501 2014–2017.

Undergraduate, Graduate, and Professional Programs. Council of Graduate Schools. $40,000 2013–2015.

MILLION

(Knuth-PI) The CIRTL Network: 22 Research Universities Preparing a National Faculty to Advance Undergraduate Success: Subaward from University of Wisconsin-Madison from Great Lakes Higher Education Guaranty Corporation award. $129,300 2014–2017.

MILLION

external funding secured for Graduate School programs

IN HEALTH INSURANCE

support learning in graduate fields across our STEM disciplines,” Knuth added. “Together with the CIRTL Network and NSF, we are rising to the national challenge to help more students stay enrolled in their programs, graduate with STEM degrees, and transition to rewarding careers,” said Richard D. George, president and chief executive officer of Great Lakes. “We expect to truly shape the future of STEM education for thousands of future faculty, and an entire generation of undergraduate students.”

PRIORITY FIVE

field, faculty, and staff support GOAL Provide efficient and effective services to graduate fields to support faculty, students, and staff.

The Graduate School provides data, administrative tools and processes, and communication services to support the graduate community. To better match prospective students with graduate fields, the Graduate School enhanced the “Catalog,” a filterable database of graduate field, faculty, research interests, and concentrations. Now, users can easily search and filter programs by key word, campus location, degree, and academic discipline. The tool helps prospective students identify faculty by name, field, research interests, and concentrations. For graduate fields, we expanded functionality of the online application system to help fields improve prospect management, recruiting, and admissions/matriculant communications and tracking. We implemented a video interview feature, particularly for use with international applicants, and now accept admissions deposits online.

Cornell debuts student portal By Aimee Cho After more than a year in development, a new online student administrative portal— partially funded by a gift from Liz Stuntz ’73 and Mayo Stuntz ’71—went live last week—studentessentials.cornell.edu The development of the Student Essentials site began last fall, when Susan Murphy ’73 Ph.D. ’94, vice president for student and academic services, Joanne DeStefano MBA ’97, vice president for finance and chief financial officer, and Barbara Knuth, senior vice provost and dean of the graduate school, envisioned a new method to deliver student services to Cornellians. 14

“[They asked their staff to] think creatively about the way student services can be delivered at Cornell,” said Jason Kahabka, associate dean for administration for the graduate school. Students looking to take care of administrative matters and access often-used University websites can now do so through this new online academic portal, Kahabka said. Student Essentials offers links to Student Center, Blackboard, library hours, academic support resources, exam schedules, transcript services, and dining menus and hours.

The site also provides students “quickviews of their data in real time,” according to University Bursar Peter Olcott. “Students can easily view their bursar, Cornell Card, meal plan, City Bucks, and laundry balances right in the portal. If they need more information they can follow the link for details,” Olcott said. Kahabka added that when first-year or transfer students arrive on campus, they can “struggle to find all the information they need to enroll in courses, pay their bills, verify their financial aid, and get acclimated to Cornell.” “Cornell is a large, complex university with many different administrative services

Student Essentials

To help students locate offices and units that can answer common questions, the Graduate School, in collaboration with the Office of the University Registrar, Bursar, and Financial Aid and Student Employment, created Student Essentials, a portal for the University’s central administrative offices.

student spotlight Daniel Weller, Food Science, M.S. Currently, food and waterborne diseases are the second leading cause of death in children under 5 worldwide, yet these diseases are entirely preventable and treatable given appropriate treatment and risk reduction strategies. Fruit and vegetable associated outbreaks cause, on average, more illnesses per outbreak than any other food. And while the problem of foodborne pathogens is significant, there is a shortage of trained food science professionals to help study and regulate these issues.

Digitizing Records

Within the Graduate School, we streamlined our own records by digitizing 95,000 pages of student files currently on paper. Using the new electronic records system, the Graduate School can now route, process, and archive documents and forms electronically.

Self-service Reports

All graduate fields meet with the Graduate School on a biennial basis. To provide fields with better access to their data, we created self-service reports accessible to the graduate fields from our Intranet. Reports provide data on admissions, diversity and inclusion, enrollment, student academic committee structure, student attainment of required milestones, degree completion, time-to-degree and attrition, degrees awarded, job placement, perceptions of admitting not-attending students, student survey data from new students, doctoral students during their programs and graduating students, and survey data from alumni regarding career outcomes and reflections on their Cornell graduate experiences.

LEARN MORE

Student Essentials Catalog of graduate fields, faculty and programs

available to students,” Kahabka said. “Most offices have websites, but it can be frustrating for students to visit many different sites to get the information they need.” Liz and Mayo Stunz partially funded the site because they “specifically wanted to help incoming students connect with the wealth of resources available on campus,” according to University Registrar Cassie Dembosky. The offices of the University Registrar, Bursar, Financial Aid, and the Graduate School helped with the design of the website, according to Kahabka. They got feedback from several different student groups, including the Student Assembly

Daniel Weller is helping to solve both of these problems. Weller is a graduate student studying foodborne pathogens in produce production environments. His goal is to help identify potential intervention points within the produce production environment to reduce the risk of pathogen contamination of fresh produce. The research he conducts through Dr. Martin Weidmann’s lab helps to identify risk factors associated with on-farm contamination, generating science-based interventions that can help to reduce foodborne disease. In addition to working on research that will help to reduce pathogen contamination in food, Weller recently finished a research project designed to help meet the international need for well-trained food science professionals. By evaluating the effectiveness of Cornell’s MPS-ALS (Master of Professional Studies in Agriculture and Life Sciences) program, Weller and colleagues from Weidmann’s lab suggest it would be an effective model for the development of course-based graduate programs that help to overcome the shortage of food scientists. “I think that I am incredibly lucky to have stumbled into a field of research that I thoroughly enjoy and am passionate about.”

and Graduate and Professional Student Assembly. Olcott added that during the 2013–14 academic year, the freshman Meinig Family Cornell National Scholars researched how peer schools present information, what portal designs are easiest to use, and what information students use most frequently. “The Meinig Scholars invested hundreds of hours into this project and the success of this effort is in large part due to the excellent feedback and creative ideas they provided,” Olcott said. The new website elicited positive reactions from students, who commented on its usability and aesthetic design.

“It’s more intuitive,” said Nicole Edelstein ’15. “If I were to try and look for something, I feel like it would be easier to find.” Jessica Reuter ’17 added that she likes the “colorful design” of the new site. The new website is also designed to integrate with the new course catalog website that was also just unveiled, according to Dembosky. “We heard loud and clear that searching for and enrolling in courses was not easy,” Dembosky said. “I’m really excited about the vastly improved class roster and we’re already hearing great feedback from students in advance of pre-enrollment.” 15

PRIORITY SIX

visibility GOAL Enhance visibility of graduate education opportunities at Cornell,

and contribute to improving graduate education nationally.

14% INCREASE IN USERS OF

GRADUATE SCHOOL WEBSITE

Graduate and Professional Community The Graduate School promotes Cornell’s system of graduate education to our audiences around the world by producing targeted marketing and other communications targeted to different stages in the student lifecycle from prospective to alumni.

1 7

6-2-6 Center for Intercultural Dialogue

Asian/Asian American Center (A3 Center), African, Latino, Asian, Native American (ALANA), Lesbian, Gay, Bisexual, Transgender (LGBT) Resource Center

Campus Dining

Locations throughout campus; grad student meal plan available.

Off Campus Areas CISER Computational and data analysis resources and training

Administration 1

Caldwell Hall

The Graduate School, CU-CIRTL, International Student and Scholars Office, Study Abroad

Computing and Communications Center (CCC)

IT/Computer support, Student Disability Services, Center for Teaching Excellence, Office of Academic Diversity Initiatives

Athletics 4

Athletics and Physical Education

Intramural sports, outdoor education, group exercise classes, fitness centers

Health and Safety 5

Gannett Health Services

607-255-5155. Primary care medical, counseling and psychological services, physical therapy, and health education

Tips to Thrive: Get healthy/stay healthy. Eat well, sleep well, exercise. If you are concerned about your health, visit Gannett Health Services.

Cornell Police

Emergency, call 911. Non-emergency, call 607-255-1111.

Libraries 7

Cornell University Library

Nineteen libraries, training and technical resources, online catalog: library.cornell.edu

Student Life 8

Day Hall

Office of Financial Aid (loans), Bursar’s Office (stipend pick-up)

Big Red Barn Graduate and Professional Student Center (BRB)

Café, events for graduate and professional students, GRAD Write-In

student spotlight Enongo Lumumba-Kasongo, Science and Technology Studies What is your area of research? I am a Ph.D. student in the department of science and technology studies. My specific area of research falls under the umbrella of sound studies, an interdisciplinary field in which the study of sound 16

Anabel Taylor Hall

Collegetown Convenience stores and restaurants

Cornell United Religious Work, variety of religious services

East Hill Restaurants, P&C Fresh supermarket

10 Cornell Store

Downtown Ithaca Restaurants, bars, Ithaca Farmers Market, GreenStar Cooperative Market

Books and text books, clothing, discounted hardware and software, mail services, Tompkins Trust Company, Cornell Federal Credit Union

11 Willard Straight Hall Cornell Cinema, EARS Peer Counseling, event ticket sales, Office for Off-Campus Housing, Office of Student and Community Support

South Meadow Street Restaurants, Tops and Wegmans supermarkets, TJ Maxx, EMS Shops at Ithaca Mall/Triphammer Target, Best Buy, Bon-Ton, TOPS Tips to Thrive: Explore. Familiarize yourself and take advantage of the many opportunities within the greater Cornell and Ithaca community.

Prospective Students

• Consider Cornell (print publication) Admitted Students

• You Belong (print publication) Matriculated Students

• Welcome to Cornell (series of targeted email newsletters)

• Pocket Guide to Cornell (annotated map of Cornell)

is used as a means to understand social, technological, and cultural developments as well as to access particular aspects of human experience. Sound studies scholars are interested in topics like the emergence of particular types of listening practices (and therefore new types of listeners); the historical, cultural, and political coproduction of sound innovations such as the phonograph, the radio, and musical instruments; and the implications of sound usage as it emerges in medical contexts, pedagogy, warfare, and entertainment. My research topic focuses on the politics of what I term “community studios”—fixed and mobile sites that exist to provide “underserved” communities with access to free and low cost professional music

recording equipment, services, and education. I am very interested in the ways that the institutional status of such spaces as both studios and community resources informs the norms and daily technical practices of engineers, producers, and local artists as well as the ways it informs their assumptions about certain production values like fidelity and quality. What inspired you to choose this field of study? As an undergraduate student at Cornell I was first introduced to sound studies through a science and technology studies course led by Trevor Pinch, who has since become the chair of my committee. In the class we read Dr. Pinch’s work on

Current Students, Graduate Faculty, and Staff

• Graduate School Announcements (weekly electronic

newsletter) • Olin Lecture (annual lecture sponsored by Spencer T. and Ann W. Olin) • Occasional Targeted Letters from the Dean (special mailings about timely events or announcements)

Alumni

• Graduate School Newsletter (twice-yearly electronic newsletter)

All Audiences

• Graduate School Website (1.4 million sessions and a 14% increase in users from last year) • Holiday Card • Occasional Newsletters • Event and Program Publicity

Faculty and Staff

• Intranet (password-protected resource for graduate faculty and field of study staff)

In 2014–2015, The Graduate School enhanced the visibility of Cornell’s graduate and professional students by recognizing individual graduate student achievements through spotlights and a “Kudos” column in the weekly Graduate School Announcements. Announcements are sent to 5,500 students, faculty, and staff in Cornell’s graduate community. Readers consistently clicked through to these spotlights more than to any other feature in the weekly email. We posted spotlights on our home page and recommended students for spotlights in other university platforms.

the history of the Moog synthesizer, and as a digital music producer, I was excited at the prospect of working in a field that welcomes the study of such topics. I went on to declare a major in science and technology studies in addition to sociology, and wrote a senior thesis on digital music software and tacit knowledge. Why is this research important? This research is important on a number of different levels. I think that it will help community organizers evaluate the efficacy of programs that are designed to serve under-resourced communities. It is also important because it contributes to the body of work being produced in sound studies, a field that challenges the primacy

In response to student suggestions, we evaluated and streamlined the content in our weekly electronic Graduate Announcements and enhanced our web presence through additional features and functions, including easyto-scan bridge pages that highlight topical areas and our catalog of graduate programs. We developed a system for quarterly communications to the President’s Office regarding outstanding graduate and professional students to be featured more prominently in Cornell presidential communications, and have received requests from other units to be copied on the list so student stories can be posted across the university. Providing leadership on critical issues in graduate education, Senior Vice Provost and Dean of the Graduate School Barbara A. Knuth serves as Chair of the Board of Directors of the Council of Graduate Schools and through Cornell’s government relations office she conducted periodic congressional visits on graduate education topics. In these roles, she encourages positive regional and national attention to graduate education. Associate Dean Jan Allen serves on the Northeast Association of Graduate Schools executive committee.

LEARN MORE

Graduate School Newsletter Graduate School Announcements You Belong at Cornell Dean Knuth Begins Term as Chair of Council of Graduate Schools

of visual culture and begs researchers to ask new and interesting questions. How has your background influenced your scholarship? My background as a woman, as a hip-hop artist, and as a former elementary school teacher in a low-income community have all influenced my scholarship greatly. My initial research project was born out of a desire to make sense of the lack of other female hip-hop producers I encountered in the pursuit of my craft. Based on the research site I chose—a local community studio—my project later morphed into one more focused on production practices in studio spaces designed for low-income communities.

What else has influenced your thinking as a researcher or scholar? I also think that my identity as a Black woman and as a child of two academics with an interest in African development has deeply influenced my thinking as a researcher. Racism is costing Black people their lives every day—recognizing this means understanding how privileged I am to be able to pursue my Ph.D. at Cornell, as well as the responsibility that I have to effect positive change from my position of power. I therefore selected a dissertation topic that has the potential to do just that. It is my hope that by interrogating community studio practices I can provide necessary insights into what works and what doesn’t work in these contexts. 17

statistics

applications, admittances, and matriculations Graduate Student Admissions by Degree Type, 2005–2014 11500 11000 10500 10000

9656

9500 9000 8500

9829

8691

8000

7487

7500 7000 6500 6000 5500 5000 4302

4500 4000 3500

3230

3000 2500 2000

1736

1500

884

865

1000 500 0

2005

2006

2007

Doctoral Degree Applications Research Master's Degree Applications Professional Master's Degree Applications Doctoral Trend

60 60 55

2009

2010

2011

Doctoral Degree Admittances Research Master's Degree Admittances Professional Master's Degree Admittances Research Master's Trend

2012

2013

2014

Doctoral Degree Matriculations Research Master's Degree Matriculations Professional Master's Degree Matriculations Professional Master's Trend

Over the past 10 years, the Graduate School has experienced steady growth in applications for degrees; the application growth rate between 2005 and 2014 was 13%.

Yield

As reported by the Council of Graduate Schools, applications to “very high research activity” universities experienced moderate growth between 2013 and 2014, reflecting a 4% increase. Overall applications to Cornell University Graduate School reflected 0% growth since last year; doctoral applications to Cornell University declined 9% in this same time period.

55 50 50 45 45 40 40 35

For all degrees, the admit rate over the past 10 years has declined, indicating the increasing competitiveness of Cornell graduate programs. In those same 10 years, yield for all degree types has increased—an indication of the high caliber student Cornell has matriculated. The doctoral admit rate in 2014 was 14%; the yield was 44% (up from 42% in 2013).

35 30 30 25 25 20 20 15 15 10 10

2008

2005 2005

2009 2009

2014 2014

Fall 2005–2014 Admissions Notes

2013–2014 2009–2014 2005–2014 change change change

Doctoral Degree Applicants

-9%

13%

Doctoral Degree Matriculants

-4%

Research Master’s Students Research Master’s Students

Research Master’s Degree Applicants

45%

96%

101%

Research Master’s Degree Matriculants

32%

74%

81%

Professional Master’s Students Professional Master’s Students

Professional Master’s Degree Applicants

74%

132%

-4%

69%

Doctoral Students Doctoral Students

Professional Master’s Degree Matriculants

Graduate Student Admissions* by Citizenship and Gender, Fall 2005–2014 APPLICATIONS

2,643 21%

3,361 26%

4,434 35%

2,348 18%

3,144 21%

3,974 27%

4,901 33%

2,823 19%

4,888 26%

4,185 22% 2,944 15%

6,972 37%

5,020 26%

3,968 21% 2,814 15%

7,250 38%

Fall 2005

Fall 2009

Fall 2013

Fall 2014

TOTAL: 12,786

TOTAL: 14,842

TOTAL: 18,989

TOTAL: 19,052

ADMITTANCES 498 16% 810 25%

575 16%

1,148 36%

893 25%

736 23%

1,275 36% 796 23%

952 22% 1,292 30%

1,244 29%

1,057 24%

1,127 26%

843 19%

1,315 30%

868 20%

Fall 2005

Fall 2009

Fall 2013

Fall 2014

TOTAL: 3,192

TOTAL: 3,539

TOTAL: 4,331

TOTAL: 4,367

MATRICULATIONS 214 16% 344 25%

481 35% 324 24%

307 17% 437 23%

678 36% 440 24%

414 21% 519 26%

612 31% 451 22%

446 23% 522 27%

560 28% 436 22%

Fall 2005

Fall 2009

Fall 2013

Fall 2014

TOTAL: 1,352

TOTAL: 1,862

TOTAL: 1,996

TOTAL: 1,964

US Male

US Female

Int’l Male

Int’l Female

*Degree-seeking students only

Over the past 10 years, the largest application growth in citizenship and gender demographics has come from females representing countries outside the U.S., with a 10-year growth rate of 90%. This same population experienced a 112% increase in admittances and a 140% increase in matriculations over that same time period. Over the past year growth in international applications slowed to 3%, contributing to the stagnation in overall application growth between 2013 and 2014. Consistent with national trends as reported by the 20

Council of Graduate Schools, the top international countries from which the applications were received in 2014 included China, India, South Korea, Taiwan, and Canada. Although application growth from China and India did rise between 2013 and 2014, applications from South Korea, Taiwan, and Canada all fell. The Graduate School will continue to monitor this trend over the coming years.

15,000

15,000 15,000 15,000 15,000

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

13,971 13,971 13,971

10,000 7,160

5,000

7,160 7,160 7,160 7,160 4,176

5,000 5,000 5,000 5,000

4,176 4,176 4,176 4,176 1,740

1,740 1,740 1,740 1,740 580

2004 580 580 580 580 2004

2004 2004 2004

8,301 APPLICATIONS BY ETHNICITY, 2005–2014 GRADUATE STUDENT 8,301 8,301 8,301

20000

2005

4,420

4,139

12786

12000 16000 2005 20000

2005 2005 2005

5,000

2007

2008 676

2009

2010

2011

2012

1,014 2013

12270

2006 2006 2006 2006

2007 2007 2007 2007

2008 2008 2008

2009 2009 2009 2009

2010 14842 2010 2010 2010

2011 2011 2011 2011

2012 2012 2012 2012

2013 2013 2013 2013

19052

12786

4000 8000

4,500 4,500 4,500 4,500 4,000

0 4000

4,000 4,000 4,000 4,000 3,500

3,000 3,000 3,000 3,000 2,500

5000 3,202 3,202 3,202 3,202 3,202

8045

1,362

1,500 1,500 1,500 1,500 1,000

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

1,000 1,000 1,000 1,000 500

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

2004 159 159 159

159 2004 2004 2004 2004

2,000 2,000 2,000 2,000

1,500 1,500 1,500 1,500

500 500 500 500 500 0 0 0 0 0

12270

7093

2005 7093

2006

2007

2008

4404 555

769

2006

2007

2008

971

2009

5743 1054

2010

4,362 2011

1,363

4,362 4,362 4,362 4,362

2009

2010

2006

2007

2,984 2,984 2,984 2,984

2008

1,363 1,363 1,363 1,363

598

1500 2500 500

529 1332

598 598 598 598 437 437 437 238 437 437

90 238 238 238 238 2004 90 90 90 90

2004 2004 2004 2004

2006

1000 2000 0

1144187

500 1500

2006 2005 2006 529 2006 2006 1332

0 1000

187 1144

800 1200 1600 400 800 1200 0 400 2005 800

2005 2005 2005 2005 0 400

2013

2010

2011

2012

2013

2005 529

1321

675 2371

2009

2011

2012

273 2013 273

2007 2006 2007 2007 2007

181 2008 2007 2008 2008 2008

2009 2008 2010 20092011 1468 2011 2009 2010 2009 2010 2009 2010 435 2011 2011

2012 2010 2012 2012 2012

2013 2011 2013 2013 2013

181 181

2371

701 701 701 273 701

2008 181

1636

273 273

1321 262 2012

2013

2006

2007

2008

2009 435

2010

2011

2007

2008

2009

2010

1862

1,529

2,014

2012

2013

2011

262

2012

2013

1964

2014

GRADUATE STUDENT MATRICULATIONS BY ETHNICITY, 2005–2014 1,529 1,529 1,529 1,529

1964 1862

1352

1,020

1352

617 648 617 617 617 648 648 264 648 648

1352 420 629 223 80

2005 420

2006

264 264 264 264 103

2007

1,020 1,020 1,020 1,020

1862 808

617

629

362

744

103 2008

2009

2010

2011

629 223 2006

2007 2007 2007 2007

2008 2008 2008 2008

2009 2009 2009 2009

2010744 2010 141 2010 2010

2011 2011 2011 2011

2005 420

2006

103 103 103

2007

362 362 362 144 362

141

2007

2006 2006 2006

2008

2009 310

668

968

2006

968

632 632 632 632

808 310

2009 310 808

1964

632

744

2008

2005

2010

2012

2011 144

2013 144 144 144

2012 2012 2012 2012

130

2012

2013

328 668

2013 2013 2013 2013 2011

968 2014

130

2012

2013

2007

2008

2009

49% overall increase in applications Admittance Highlights

130

2010

2011

40% increase in the number of applications from underrepresented minorities 28% increase in total minority applications 37% overall increase in applications Matriculation Highlights 63% increase in the number of applications from underrepresented minorities 47% increase in total minority applications 45% overall increase in applications

2012

2013

Yield Highlights 2014 yield for underrpresented minorities: 52%

2014 328

2006

62% increase in total minority applications

668328

141

75% increase in the number of applications from underrepresented minorities

675

223

2014

2,014 2,014 2,014 2,014

226 2006

2014

675

1321 262

226

187 2005

1,248 1,248 1,248 1,248 701

2007

226

Application Highlights

1,248

1636 1468 435 1636

2014

2371 4367

1468 3539

2010

2084

4367

1,394

1,113 477 1,113 1,113 1,113 477 477 477 477 181

2014

2,413

3539

1,394 1,394 1,394 1,394 1,113

2084

971 4367

2009

3539

1144

1200 1600 2000

2012

2,413 2,413 2,413 2,413

3192

2014

4698 971

2011

3192

2000 3000 1000

1600 2000 2400

2013

769

2,984

555

1332 3192

2005 2005 2005 2005

2012

1289 1054 BY ETHNICITY, 2005–2014 GRADUATE STUDENT ADMITTANCES

2005

Ten Year Review

4698

769 8045

1289

2005

2084

5743 1054

4404 555

2500 3500 1500

2005

International

4698 8045

12786

3000 4000 2000

0 2000 2400

1,000 1,000 1,000 1,000 1,000

3500 4500 2500

2400 500

2,000

1,500

5000 4000

US White and Unknown

12270

4000 5000 3000

2,000 2,000 2,000 2,000 1,500

0 0 0 0

4500 0

Total (incl. URM) US Minorities

5743 14842

4500 3500

2,500 2,500 2,500 2,500 2,000

500 500 500 500 0

1,014 1,014 1,014

7093

1289

5,000 5,000 5,000 5,000 4,500

19052

2006

676 676 676 2008

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

2,169 2,169 2,169 2,169 1,014

14842

1,531 1,531 1,531 676 1,531

4404

4000 8000 12000

19052

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

4,139 4,139 4,139 4,139 1,531

16000 20000

8000 12000 16000

3,500 3,500 3,500 3,500 3,000

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

8,301

10,000 10,000 10,000 10,000

0 0 0 0

12,399

13,971 Graduate Student Admissions by Ethnicity

2014

2014 yield for total minorities: 52% 2014 yield for all students: 45% 21

Graduate School Admissions by Graduate Field, Fall 2014

APPLICATIONS ADMITTANCES MATRICULATIONS

Graduate Field

2013

Aerospace Engineering Africana Studies

2013

185 166 -10% 0 44 n/a

2014 % change

2013

47 41 -13% 0 6 n/a

2014 % change

18 18 0% 0 5 n/a

Animal Science

52 35 -33%

14 11 -21%

12 10 -17%

Anthropology

161 134 -17%

25 14 -44%

12 7 -42%

Applied Economics and Management

320

327

135%

181%

Applied Mathematics

193

178

-8%

-35%

-13%

Applied Physics

202 227 12%

64 49 -23%

32 18 -44%

29 26 -10%

11 16 45%

7 7 0%

Archaeology Architecture

608 748

23%

127 144

Art

105 100

-5%

11 14

Asian Literature, Religion and Culture

Asian Studies

69 74 7%

Astronomy and Space Sciences

Atmospheric Science

44 52 18%

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

62 94

7% 32%

238

219

-8%

-21%

486 509

11 0 -100% 24 34 42%

27% -11%

9 5 -44% 18

3 6 100%

50 55 10% 6 6 5

0% -40%

2 3 50% 7

0 5 n/a

13%

10%

-4%

46%

222 223

0 0 n/a 11 11

0 0 n/a

2 4 100%

96 112 17%

Chemistry and Chemical Biology

273

251

-8%

-2%

-6%

City and Regional Planning

307

304

-1%

150

140

-7%

-14%

Civil and Environmental Engineering

667

629

-6%

314

232

-26%

-11%

56 69 23% 121 130

219 226

99 89 -10%

450 483

Communication

13%

Chemical Engineering

Classics

7 3 -57%

5 3 -40%

10 11

10%

7 5 -29%

Comparative Biomedical Sciences

-6%

36%

29%

Comparative Biomedical Sciences

-6%

36%

29%

Computational Biology Computer Science

171 130 -24% 22 26 18% 10 8 -20% 1,456 1,665 77

14%

Design and Environmental Analysis

Development Sociology

73 62 -15%

Ecology and Evolutionary Biology

115

Economics

661 667

Education Electrical and Computer Engineering English Language and Literature

103

1% -10% 1%

20 24 20%

280 306 19

9% -21%

10 6 -40% 15

-13%

63 39 -38% 4 0 -100%

120 162 35% 13

-31%

3 5 67% 11

19 21 11% 2 0 -100%

1,267

1,268

385

381

-1%

156

152

-3%

983

987

11%

Entomology

37 53 43%

Environmental Toxicology

13 15 15%

Fiber Science and Apparel Design

-8%

-33%

-20%

181

211

17%

-12%

-14%

Genetics, Genomics and Development

-31%

-10%

-9%

Geological Sciences

69 86 25%

Germanic Studies

29 22 -24%

Food Science and Technology

Global Development Government 22

2014 % change

8 7 -13% 1 1 0%

12 17 42% 6 8 33%

8 5 -38% 1 0 -100%

7 13 86% 1 2 100%

46 61 33%

30 37 23%

23 17 -26%

372 344 -8%

32 29 -9%

8 15 88%

APPLICATIONS ADMITTANCES MATRICULATIONS

Graduate Field

2013

History

2014 % change

177 173

-2%

15 21

40%

13 9 -31%

12 9 -25%

Hotel Administration

174 125 -28%

67 57 -15%

63 55 -13%

Human Development

98 91 -7%

10 12 20%

6 10 67%

Immunology and Infectious Disease

-16%

Industrial and Labor Relations

353

291

-18%

Information Science

214 332

Landscape Architecture

186 170 -9%

56 105

-20%

5 8 60%

73 35 -52%

4 0 -100%

2014 % change

Horticulture

55%

2013

Linguistics

-18%

2014 % change

History of Art, Archaeology, and Visual Studies

Law

2013

-25%

14%

-12%

88%

39 53 36% 4 3 -25%

32 33

13 18 38% 4 3 -25%

98 101 3% 16 10 -38% 11 6 -45%

Management

484 394 -19%

19 22

Materials Science and Engineering

428

Mathematics

269 247 -8%

Mechanical Engineering

672 660

464

8% -2%

16% 2%

13 34 162% 190 165 -13%

9 6 -33% 35

-11%

7 15 114% 86 82

-5%

Medieval Studies

26 33 27%

4 4 0%

2 3 50%

Microbiology

67 72

6 17 183%

4 5 25%

Molecular and Integrative Physiology Music

155 144

7% 71% -7%

11 12

200% 9%

7 8 14%

Natural Resources

93 49 -47%

Near Eastern Studies

-21%

-33%

-100%

Neurobiology and Behavior

-21%

40%

Nutrition

112 106 -5%

Operations Research and Information Engineering

954

Pharmacology

977

17 29 71%

21 14 -33%

12 15 25% 298

287

-4%

1 2 100%

Philosophy

314 317

Physics

457 468

2% 101 95 -6%

19 21

11%

17 7 -59%

9 12 33% 106

-22%

1 0 -100% 8 6 -25% 32 32 0%

Plant Biology

71 54 -24%

16 13 -19%

10 4 -60%

Plant Breeding

60 58 -3%

15 11 -27%

12 8 -33%

Plant Pathology and Plant-Microbe Biology

Plant Protection

4 0 -100%

Policy Analysis and Management

175

Psychology

232 173 -25%

160

-9%

Public Affairs

605 609

Real Estate

104 92 -12%

Regional Science

10 16 60%

Romance Studies

87 33 -62%

Science and Technology Studies Sociology Soil and Crop Sciences

-38%

173 151 -13% 46

-22%

Statistics

729 902

Systems Engineering

134 121 -10%

24%

-20%

0 0 n/a 52

-15%

-25%

0 0 n/a 36

-22%

12 12

8 8

233 242

117 120

39 36 -8% 6 7 17% 19 15 -21% 6

-33%

22 19 -14% 4

160 226

50% 41%

95 91 -4%

28 22 -21% 2 5 150% 8 6 -25% 2

50%

9 9 0% 3

100%

56 50 -11% 73 63 -14%

Theatre Arts

37 19 -49%

2 3 50%

Theoretical and Applied Mechanics

-22%

100%

Zoology and Wildlife Conservation

-6%

100%

100% 23

Graduate Student Admissions: Research Degrees by Discipline, Fall 2005â&#x20AC;&#x201C;2014

APPLICATIONS

15%

25%

14%

46%

14%

10%

24%

46% ADMITTANCES

14% 16%

24%

20%

14%

2005 50%

16%

25%

16%

26%

25%

MATRICULATIONS

8% 9%

22%

9% 26%

25%

22%

41%

43%

2005

2009

Humanities

Admissions statistics for research degrees indicate healthy gains over the past 10 years, with application growth over that time period at 21%. The largest discipline-related growth was reflected in the social sciences (35% increase), although both the life sciences and

52% 8% 22%

52% 8% 22% 23%

14% 18%

2014

18%

18% 21%

52%

23%

43%

14%

Social Sciences

26%

25%

15% 22%

2009 43%

41% 20%

15%

52%

14%

8% 46%

52% 8%

25%

12%

22%

52%

41% 20%

14% 15%

28%

42%

50% 10%

25%

50% 10%

46% 16%

28%

14%

2014

42% 15%

25%

12%

28%

2009

46%

14% 46%

16%

28%

2005

12%

28%

42% 15%

25%

24%

16%

28%

23%

47% 9% 21%

47%

2014

Life Sciences

Physical Sciences and Engineering

physical sciences and engineering showed robust growth since 2005 (25% and 20% respectively). Applications to physical sciences and engineering fields comprise 46% of the total application pool.

Graduate Student Admissions: Professional Degrees by Discipline, Fall 2005â&#x20AC;&#x201C;2014

APPLICATIONS

35%

25%

28%

45%

38% 35%

25%

28%

2005

45%

37%

45% ADMITTANCES

37%

41%

2005 47%

1% 5%

2009

36%

41%

57%

37%

6% 1%

56%

52% 41%

2014

6% 6%1%

37%

56%

MATRICULATIONS 36%

36%

52%

36%

56%

1% 1%

46%

57%

36%

57%

1% 56%

57%

1% 6%

37%

21%

32% 1%

38%

2014

26% 6%

56%

57%

21%

32%

46%

37%

9% 2%

47% 37%

2009

47% 37%

26%

35%

46%

38%

25%

28%

21%

32%

26%

37%

6% 1%

1% 36%

52%

56%

2009

2014

2005

Social Sciences

Humanities

Over the past 10 years, there has been robust growth in Graduate School professional degree programs. Overall application growth reflected a 166% increase, and overall matriculations grew 5% since

Life Sciences

Physical Sciences and Engineering

2005. The physical sciences and engineering disciplines experienced an application growth rate of 173% over the past decade and a 67% matriculation growth rate over that same time period.

enrollment Reflecting the same trends as seen in the admission statistics, overall enrollment over the past 10 years reflects a 14% increase, with significant growth in professional master’s degree programs (56% over the 10-year period.)

whereas professional master’s programs comprised 25% of the total; In 2014, those figures are 59% and 33% respectively. Over the past 10 years, enrollment in the physical sciences and engineering has grown 40%, averaging 4% growth each year. Enrollment in fields in the humanities and social sciences, while fewer in headcount, has also increased over the same period, with the humanities enrollment growing an average of 0.4% each year since 2005, and enrollment in the social sciences growing an average of 1.4% over that same time period. Enrollment in the life sciences reflects a 10% decrease over the last decade.

Since last year, enrollment in doctoral and professional master’s degree programs experienced modest increase, whereas research master’s degree enrollment increased 13%; because the research master’s degree headcount is small, the increase has minimal impact on overall enrollment figures. In 2005, doctoral enrollment comprised 71% of total enrollment,

Graduate Student Enrollment by Degree Type, Fall 2005–2014

3,500

3,500 3,240

3,000

3,164

3,197

3,164

3,000

2,500

2,000

1,500

1,768 1,498

1,500 1,130

1,000

1,768

1,498

1,130 1,000

500

212 0

3,197

3,240

212 2005

392

247

2006 2005

2007 2006

2008 2007

392

247 2009 2008

2010 2009

2011 2010

2012 2011

2013 2012

Research Master’s

Professional Master’s

Doctoral

Research Master’s Trend

Professional Master’s Trend

Doctoral Trend

2014 2013

2014

(includes in absentia students)

Graduate Degree-Seeking Student Enrollment by Discipline, Fall 2005–2014 2,419

2,000

1,730

1,500

1,000

500

1,500 1,383

0 2005

1,464

1,383

945

1,000 945

524 500

2,032

2,000

2,419

881 524

2006

2007

2008

1,499

881

2009

551

2009

855

565

2005

1,464

2010

2011

2012

2013

2014

Humanities

Life Sciences

Physical Sciences

Social Sciences

Humanities Trend

Life Sciences Trend

Physical Sciences Trend

Social Sciences Trend

2014

1,499

Graduate Student Enrollment by Citizenship and Gender, Fall 2005–2014

DOCTORAL

798 25%

844 26% 543 17%

1,055 32%

705 24% 474 167%

2005

738 26% 978 34%

782 25% 478 15%

2009

872 28% 1,015 32%

798 256% 481 15%

2013

876 28% 1,009 32%

2014

RESEARCH MASTER’S 37 18%

94 44%

34 16%

35 15%

26 11%

87 38%

2005

105 30%

84 24%

82 36%

47 22%

80 23%

2009

78 23%

100 26%

115 29%

101 26%

2013

76 19%

2014

PROFESSIONAL MASTER’S

245 22% 159 14%

305 27% 421 37%

313 21% 236 16%

331 22% 598 41%

353 21%

436 26% 415 25%

479 28%

457 26%

347 20% 498 28%

466 26%

2005

2009

2013

2014

US Male

US Female

Int’l Male

Int’l Female

Overall enrollment in doctoral programs over the past 10 years has dipped slightly (-2%), with growth in US female enrollment (10%) offset by declines in male enrollment (both US and international) and enrollment by females from international countries. Overall enrollment in research master’s programs has shown steady growth over the past 10 years (85%), with a significant jump in the international populations: research master’s enrollment by both females and males from international countries increased at an

average annual rate of 14% over the decade, resulting in an overall international enrollment increase of 183%. In the same 10 years, research master’s enrollment for students from the US increased 35%. Enrollment in professional master’s degree programs increased in all categories over the past 10 years, with an overall growth of 56%. In the past decade, significant growth has come within the population represented by females from international countries, an average annual growth rate of 14% resulting in a 10-year leap of 193%. 27

Graduate Student Total Enrollment by Ethnicity, Fall 2005–2014

6,000

5,000

2,403

1,903 1,862

4,000

3,000

2,000

259

208

2,080

1,996

1,874

337 160

335

389

122

1,000

2005

2006

2007

2008

2009

227 2010

2011

2012

2013

2014

International

White

Asian

Multi-Ethnic URM

Unknown

Multi-Ethnic Non-URM

Hispanic or Latino

Black or African American

Fall 2005–Fall 2014 Enrollment Notes

2013–2014 2009–2014 2005–2014 change change change

Black or African American

-9%

-19%

-18%

American Indian or Alaska Native

57%

-39%

Hispanic

-2% 86% 42%

Multi-Ethnic URM

15%

-38%

n/a

Native Hawaiian or Other Pacific Islander Asian Multi-Ethnic Non-URM White Unknown

-1% 16% 15% -11%

-43%

n/a

3% -6% -10% -8% -20% n/a

International

6% 26% 29%

Total

3% 8% 16%

In preparation for the Cornell University Sesquicentennial, President Skorton wrote the following in the Towards New Destinations report: “We must remain true to the inclusive vision of the university’s founders and continue to strive for a more diverse university community.” Over the past decade, Cornell University Graduate School has embraced this vision, increasing underrepresented minority enrollment 30%. Students of color represented 14% of total enrollment in 2005 and 16% of the total enrollment in 2014. Over the past year, enrollment growth was a moderate 3%. As illustrated in the chart however, 15% more students self-reported as having multiple ethnicities, one or more of which is considered as underrepresented minority. (Note that ethnicity is not officially reported on international students; detailed ethnicity information and statistics are on U.S. citizens or permanent residents only.)

Graduate Student Enrollment by Field, Fall 2014 Graduate Field

Aerospace Engineering African and African-American Studies

(includes inabsentia students)

Doctoral

Research Masterâ&#x20AC;&#x2122;s

Professional Masterâ&#x20AC;&#x2122;s

Non-Degree

Total

Animal Science

Anthropology

52 0

3 55

Applied Economics and Management

Applied Mathematics

Applied Physics

0 13

Archaeology

0 13

Architecture

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

0 12

112

1 127

0 12

Biochemistry, Molecular and Cell Biology

Biological and Environmental Engineering

Biomedical Engineering

172

Biophysics

18 0

Atmospheric Science

0 18

Chemical Engineering

112

199

Chemistry and Chemical Biology

158

162

City and Regional Planning

118

Civil and Environmental Engineering

164

Classics

15 0

0 15

Communication

35 0

0 35

Comparative Biomedical Sciences

Comparative Literature

Computational Biology

123

148

277

2 103

0 6

Computer Science Design and Environmental Analysis Development Sociology Ecology and Evolutionary Biology Economics Education Electrical and Computer Engineering

101

6 0 148

164

322

English Language and Literature

Entomology

18 7

0 25

Environmental Toxicology Fiber Science and Apparel Design

Food Science and Technology

Genetics, Genomics and Development

Geological Sciences

Germanic Studies

Global Development Government

77 0

4 81

History

55 0

1 56 29

Graduate Student Enrollment by Field, Fall 2014, continued Graduate Field

Doctoral

Research Masterâ&#x20AC;&#x2122;s

History of Art, Archaeology, and Visual Studies

Horticulture

21 10

Professional Masterâ&#x20AC;&#x2122;s

Non-Degree

Total

0 39

Hotel Administration

Human Development

Immunology and Infectious Disease

Industrial and Labor Relations

132

164

Information Science

Landscape Architecture Law

14 0

0 14

Linguistics

32 1

1 34

Management

38 0

3 41

Materials Science and Engineering

Mathematics

65 0

1 66

Mechanical Engineering

102

107

168

Medieval Studies

Microbiology

25 0

0 25

Molecular and Integrative Physiology

Music

33 1

0 34

Natural Resources

Near Eastern Studies Neurobiology and Behavior

Nutrition

66 0

Operations Research and Information Engineering

Pharmacology

10 0

Philosophy Physics

124

38 0 166

0 0

10 76 1

166

0 10

1 39

3 169

Plant Biology

Plant Breeding

Plant Pathology and Plant-Microbe Biology

Policy Analysis and Management

Psychology

40 0

0 40

Public Affairs

217

Real Estate

Regional Science

Romance Studies

Science and Technology Studies

Sociology

47 0

2 49

Soil and Crop Sciences

Statistics

28 1

Systems Engineering

0 80

131

Theatre Arts

Theoretical and Applied Mechanics

Zoology and Wildlife Conservation

3,164

392

1,768

5,401

Grand Total 30

(includes inabsentia students)

degrees awarded Graduate Student Degrees Awarded within Discipline, by Degree Type, Award Years 2006–2015 250

HUMANITIES DEGREES AWARDED BY DEGREE TYPE, 2006–2015 200

188 162

250 150

133

200

188

100

162

150

133

100

65 2006

2007

2008

2009

2010

2011

2012

2013

45 2006–2015 2010–2015 2014–2015 Humanities change change change 23

0 Doctoral 250

2006

2007

2008

4% -20% -23% 2009

2010

2011

2012

2013

Research Master’s -15% -25% -14% Professional Master’s 200

161%

60 2015 55

2014

-8%

Humanities

Life

Doctoral

Doc

Research Master’s

Res

Professional Master’s

Prof

2015

195 182

250

180

LIFE SCIENCES DEGREES AWARDED BY DEGREE TYPE, 2006–2015

150

140

144

195

200

118 180

182

100 140

150 50

144

100

0 50

49 2006

2007

2008

2009

1,200

2006

2010 32

2011

2012

2013

2007

2008

2009

2010

2011

2012

2013

Humanities

Doctoral

-16% -18% -5% Doctoral

Research Master’s 1,200 757 800

-16%

28%

Research Master’s-11%

250%

Professional Master’s -5%

Professional Master’s

862 457

1,000 600 800 400

2015 41

2006–2015 2010–2015 2014–2015 Life Sciences change change change 862 1,000

2014

118 41

2014

2015 1,066 Life Sciences

Doctoral

Research Master’s

Professional Master’s 1,066

Pro

563

31 399 757 280

144

118

100 0

2006 2007 2009 2011 by Degree 2012 2013 continued 2014 Graduate Student Degrees2008 Awarded within2010 Discipline, Type, 49

2015

PHYSICAL SCIENCES DEGREES AWARDED BY DEGREE TYPE, 2006–2015 6

1,200 0

2006

2007

2008

2009

2010

2011

2013

1,066 2015

2014

862

1,000

757

800 1,200 600

563 1,066

457

1,000 400

399

800 200

757 181

600

2012

862 280 188

2005 399

400

223

217

177

563

457

2006

2007

2008

2009

2010

2011

2012

2013

280

2006–2015 2010–2015 2014–2015 188 Physical Sciences change change change 181 Humanities

200

Doctoral 900

Life Sciences

177

26% Research Master’s

30%

Research Master’s -2%

0800 Professional Master’s 83% 26% 26% Professional Master’s Professional Master’s 700 600

2005

2006

2007

2008

2009

2010

2011

2012

2013

565

500

100 500 400

Doct

Research Master’s

Rese

Professional Master’s

Prof

2014

676

434

316

300 700 200 600

Soci

Doctoral

533

SOCIAL SCIENCES DEGREES AWARDED BY DEGREE TYPE, 2006–2015 900 370 400 800

Physical Sciences

223

13% 6% 0% 217 Doctoral Doctoral

Research Master’s

2014

676

565

89 370

2006 316

142

106

122 533

2007

2008

2009

2010

2011

100 434

2012

2013

2014

2015

300 200 100 0

122

106

2006

2007

2008

2009

2010

2011

142 100

2012

2013

2014

2015

2006–2015 2010–2015 2014–2015 Social Sciences change change change Humanities

Doctoral Doctoral

Physical Sciences

Social Sciences

Doctoral

Research Master’s

16%

Professional Master’s Professional Master’s

37% Professional Master’s

Research Master’s

Life Sciences

5% 12% -3% Research Master’s

34% 17%

-11%

Research Master’s

Professional Master’s

-13%

Graduate Student Degrees Awarded by Gender, Citizenship and Degree Type, 2006â&#x20AC;&#x201C;2015 GRADUATE STUDENTS WITH U.S. CITIZEN AND PERMANENT RESIDENT STATUS 500

409

450

300 168 166

181

132

126

120

400

150

450

173

136

175

200

500

147

250

198

255

300

159

350

347

400

100

350

324

308

1,233 degrees

300

1,184 degrees

310

1,023 degrees

250

200

2015

2012

181 2011

159

2010

157

137

2009

2008

2006 177

2007 144

151

GRADUATE STUDENTS WITH INTERNATIONAL STATUS

350

121

154

156

322

100

2013

128

110

300

2005

2006

298

150

2014

162

142

2007

2008

2009

2010

2012

2013

2014

232

250

2011

350

200

50 0

50 54

137

989 degrees

132 639 degrees97

0 2005

2015

Doctoral Female

2006

2014

Doctoral Male

2007

2013

2012

2008

Research Master's Female

2011

2009

733 degrees

155

137

115

114

100

107

96 95

151

100 131

200

111

120

222

257

121

150

250

150

167

298

155

300

2010

Research Master's Male

2009 2011

2008

2012

Professional Master's Female

2007

2013

2006

2014

Professional Master's Male

3% International 38%

Black/African

Graduate Student Degrees Awarded American by Ethnicity, Award Years 2006–2015 Asian 10%White 42%

International Unknown 38% 3% 2006

Unknown 3%

International 38%

Hispanic 3% Black/African American 3%

Asian 10%

In 2006, Cornell granted 639 degrees to international students. By 2015, that number increased 55% to 989, and represented 72 countries from Afghanistan to Vietnam.

Hispanic 3%

White 42%

Of the 2,222 total degrees awarded in 2014–2015, 1,222 were professional master’s degrees, 513 were research master’s degrees and 487 were doctoral degrees. Doctoral degrees awarded increased 2% over the past 10 years, and the number of professional degrees presented to graduate students grew 67% over that same time period.

White 42% Black/African American 2%

Unknown 3% Asian 9%

International 40%

2010

International 40% Unknown 6%

Asian 9%

Hispanic 3% Multi-Ethnic Black/African Non-URM American 1% 2% White 39%

Asian 9% White 39%

White 39%

Black/African American 2%

Unknown 6%

2015

Asian 9% International 45%

Black/African Multi-Ethnic American Non-URM 2% 1% Hispanic 3% Multi-Ethnic Non-URM 1%

International 40% Unknown 6%

Hispanic 3%

Hispanic 4%

Multi-Ethnic URM 1% Black/African American Multi-Ethnic 2% Non-URM

1% Hispanic 4% Black/African Multi-Ethnic URM American 1% 2% Multi-Ethnic Asian Non-URM Hispanic 9% 1%4% White 33% Multi-Ethnic URM White Asian 33% 9%

International 45% Unknown 5% 34

International 45%

Multi-Ethnic

In award year 2015, degrees granted in the physical sciences represented 54% of total Graduate School degrees awarded; the social sciences accounted for 30%; and humanities and life sciences degrees awarded comprised the remainder at 15%. Women earned 44% of total degrees granted in award year 2015; 45% of these women were international. Of the 436 women representing non-US countries, 68% earned a professional master’s degree. Of the total 974 women awarded Cornell Graduate School degrees in award year 2015, 80% earned the degree in the physical and social sciences. The percentage of minority students earning degrees over the past 10 years has increased 32% and the percentage of under-represented minority students earning degrees over the past 10 years has increased 42%. Total minorities (including under-represented minorities) comprised 16% of those earning graduate degrees in award year 2015.

Graduate Student Degrees Awarded by Graduate Field, Award Year 2015 Graduate Field

Doctoral

Research Masterâ&#x20AC;&#x2122;s

Professional Masterâ&#x20AC;&#x2122;s

Total

Aerospace Engineering

Africana Studies

0 0 5 5

Animal Breeding

0 0 0 0

Animal Science

7 1 0 8

Anthropology Applied Economics and Management Applied Mathematics Applied Physics

8 7 0 15 16

7 7 0 14 14

Archaeology

0 6 0 6

Architecture

Art

0 0 6 6

Asian Literature, Religion and Culture

Asian Studies

0 7 0 7

Astronomy and Space Sciences

Atmospheric Science

0 2 0 2

Biochemistry, Molecular & Cell Biology

1 0 8

46 48 0 0

0 11

Biological and Environmental Engineering

Biomedical Engineering

14 21 70 105

Biometry

0 0 0 0

Biophysics

2 2 0 4

Chemical Engineering Chemistry and Chemical Biology City and Regional Planning Civil and Environmental Engineering

8 15 62 85 22

Classics

2 2 0 4

Communication

Community and Rural Development

Comparative Biomedical Sciences

Comparative Literature

3 2 0 5

Computational Biology

4 0 0 4

Computer Science

0 20

115

150

Computer Science - NYC Tech

Consumer Economics and Housing

Design and Environmental Analy

Design and Environmental Analysis

Development Sociology

3 2 0 5

Ecology and Evolutionary Biology

Economics

Education

1 21

0 33

2 0 0 2

Electrical and Computer Engineering

106

160

English Language and Literature

Entomology

5 4 0 9

Environmental Toxicology

2 0 0 2

Fiber Science and Apparel Design

Food Science and Technology

Genetics and Development

Geological Sciences

7 2 1 10

Germanic Studies Government History

2 2 0 4 10

0 22

9 9 0 18 35

Graduate Student Degrees Awarded by Graduate Field, Award Year 2015, continued Graduate Field

Research Masterâ&#x20AC;&#x2122;s

Professional Masterâ&#x20AC;&#x2122;s

Total

History of Art, Archaeology, and Visual Studies

Horticulture

5 6 2 13

Hotel Administration

Human Development

Human Service Studies

Immunology and Infectious Disease

Industrial and Labor Relations

Information Science

International Agriculture and Rural Development

International Development

0 0 8 8

Landscape Architecture

Law

3 0 0 3

Linguistics

2 3 0 5

Management

2 7 0 9

Materials Science and Engineering

Mathematics

0 21

Mechanical Engineering

24 19 59 102

Medieval Studies

1 2 0 3

Microbiology

6 0 0 6

Molecular and Integrative Physiology

Music

4 0 1 5

Natural Resources

7 5 0 12

Near Eastern Studies

Neurobiology and Behavior

Nuclear Science and Engineering Nutrition

12 1 0 13

Operations Research and Information Engineering

Pharmacology

1 0 0 1

Philosophy

2 9 0 11

Physics

0 45

Plant Biology

6 1 0 7

Plant Breeding

4 1 0 5

Plant Pathology and Plant-Microbe Biology

Plant Protection

0 0 0 0

Policy Analysis and Management

Psychology

7 6 0 13

Public Affairs

103

Real Estate

Regional Science

3 2 0 5

Romance Studies

4 4 0 8

Science and Technology Studies

Sociology

2 1 0 3

Soil and Crop Sciences

Statistics

44 53

Systems Engineering

Theatre Arts

0 1 0 1

Theoretical and Applied Mechanics

Zoology and Wildlife Conservation

Total 36

Doctoral

487

513

0 0

5 31

8 3 73

1,222 2,222

financial support DOCTORAL DEGREES Total = 2,930

Other Funding 5%

CU Fellow 9%

External Fellow Graduate students are supported through assistant2% CU Fellow 18% External Fellow 10%

GRA/RA 31% GA/TA 36%

16%

RESEARCH MASTERâ&#x20AC;&#x2122;S DEGREES Total = 348

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 20% engage in teaching and/or research in furtherance Funding 53%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 9%

External Fellow 2%

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

2% Please note: The financial support charts do not 1% contain information on the 227 graduate students enrolled in absentia for Fall 2014.

GA/TA 20%

Other Funding 53%

GRA/RA 16%

Other Funding 94%

PROFESSIONAL MASTERâ&#x20AC;&#x2122;S DEGREES Total = 1,786

External Fellow < 1% CU Fellow 2%

GA/TA 3% GRA/RA 1%

Other Funding 94%

Graduate Student Financial Support by Discipline and Degree Type, Fall 2014 Discipline

Doctoral

Research Master’s

Professional Master’s

Total

Humanities CU Fellow External Fellow GA/TA

121 36% 1 0%

4 31%

0 0%

125 1

206 62%

6 46%

22 16%

234

GRA/RA

1 0%

3 23%

0 0%

Other Funding

3 1%

0 0%

118 84%

121

140 100%

485

Total

332 100%

13 100%

Life Sciences CU Fellow

116 16%

External Fellow

113

GA/TA

206 29%

27 35%

0 0%

233

GRA/RA

238 33%

22 29%

4 19%

264

Other Funding Total

16%

712 100%

13 17% 2

17%

77 100%

1 5%

130

115

76%

21 100%

68 810

Physical Sciences and Engineering CU Fellow

155

12%

163

External Fellow

172

13%

176

GA/TA

377 28%

14 9%

3 0%

394

GRA/RA

533 40%

17 11%

0 0%

550

Other Funding Total

1,330 100%

118

75%

157 100%

877

100%

884 100%

1,088 2,371

Social Sciences CU Fellow External Fellow

131

24%

8 1%

3 3%

0 0%

164 11

GA/TA

261 47%

22 22%

34 5%

317

GRA/RA

128 23%

13 13%

9 1%

150

Other Funding Total

556 100%

53%

101 100%

674

91%

741 100%

756 1,398

Grand Total

2,930 348 1,786 5,064

Note: does not include in absentia students

Graduate Student Financial Support by College and Degree Type, Fall 2014 Discipline

Doctoral

Research Master’s

Professional Master’s

Total

Agriculture and Life Sciences CU Fellow External Fellow

112 15% 96 13%

15 11% 5 4%

3 3%

130

0 0%

101

GA/TA

239 32%

37 28%

11 10%

287

GRA/RA

254 34%

36 27%

5 4%

295

48 6%

39 30%

93 83%

180

Other Funding Total

749

100%

132

100%

112

100%

993

Architecture, Art and Planning CU Fellow

8 31%

3 14%

1 0%

External Fellow

0 0%

14 54%

2 9%

6 3%

GRA/RA

2 8%

3 14%

0 0%

Other Funding

2 8%

GA/TA

Total

100%

14 64%

203 97%

219

210

258

100%

Arts and Sciences CU Fellow External Fellow

246 22% 61 6%

6 27%

1 2%

253

2 9%

0 0%

GA/TA

562 51%

4 18%

GRA/RA

198 18%

0 0%

Other Funding Total

40 4% 1,107

100%

16 31% 0 0%

10 45%

35 67%

100%

582 198 85 1,181

Engineering CU Fellow

124 15%

2 2%

4 0%

130

External Fellow

117 14%

1 1%

0 0%

118

GA/TA

189 22%

12 9%

3 0%

204

GRA/RA

355 42%

8 6%

1 0%

364

Other Funding Total

107

82%

915

100%

1,087

850

100%

130

100%

923

100%

1,903

Hotel Administration CU Fellow

n/a

External Fellow

n/a

GA/TA

100%

n/a

GRA/RA

0 0%

0 n/a

Other Funding

n/a

92%

Total

100%

n/a

100%

0 0%

Graduate Student Financial Support by College and Degree Type, Fall 2014, continued Discipline

Doctoral

Research Master’s

Professional Master’s

Total

Human Ecology CU Fellow External Fellow

13 19%

2 8%

6 2%

4 6%

0 0%

1 0%

0 0%

GA/TA

33 49%

GRA/RA

15 22%

Other Funding

3 4%

10 38% 0 0% 14 54%

262 97%

Total 68 100% 26 100% 269 100%

279 363

Industrial and Labor Relations CU Fellow

0 0%

12 9%

External Fellow

0 0%

GA/TA

5 26%

4 31%

17 13%

14 74%

8 62%

7 5%

1 8%

96 73%

GRA/RA Other Funding

0 0%

Total 19 100% 13 100% 132 100%

164

Law CU Fellow

100%

n/a

External Fellow

n/a

GA/TA

n/a

GRA/RA

n/a

Other Funding

n/a

Total 11 100% 0 n/a 0 n/a

Management CU Fellow

n/a

External Fellow

n/a

GA/TA

n/a

87%

n/a

GRA/RA Other Funding

Total 38 100% 0 0% 0 0%

Veterinary Medicine CU Fellow External Fellow GA/TA GRA/RA Other Funding

14%

67%

n/a

27%

33%

n/a

4 7%

0 0%

0 n/a

49%

n/a

Total 59 100% 3 100% 0 0% 62 Grand Total 2,930 100% 348 100% 1,786 100% 5,064 Note: does not include in absentia students 40

Doctoral Support by Discipline, Fall 2005, 2009 and 2014 Discipline

Fall 2005

Fall 2009

Fall 2014

Humanities CU Fellow External Fellow GA/TA GRA/RA Other Funding

155 40% 16 4% 201 52%

146 41% 1 0% 195 55%

121 36% 1 0% 206 62%

0 0%

8 2%

1 0%

16 4%

3 1%

Total 388 100% 353 100% 332 100% Life Sciences CU Fellow External Fellow

181 22% 53 6%

106 14% 58 8%

116 16% 113 16%

GA/TA

166 20%

186 25%

206 29%

GRA/RA

362 44%

354 48%

238 33%

Other Funding

54 7%

32 4%

39 5%

Total 816 100% 736 100% 712 100% Physical Sciences and Engineering CU Fellow External Fellow

175 14% 62 5%

137 11% 39 3%

155 12% 172 13%

GA/TA

318 26%

341 27%

377 28%

GRA/RA

598 49%

640 51%

533 40%

Other Funding

75 6%

92 7%

93 7%

Total 1,228 100% 1,249 100% 1,330 100% Social Sciences CU Fellow External Fellow

120 23% 16 3%

106 19% 2 0%

131 24% 8 1%

GA/TA

242 46%

241 43%

261 47%

GRA/RA

100 19%

162 29%

128 23%

Other Funding

45 9%

44 8%

28 5%

Total 523 100% 555 100% 556 100% Grand Total

2,955 2,893 2,930

Note: does not include in absentia students

Median Time to Degree—Doctoral Program by Field

Discipline

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

Fall Admit Cohort

Humanities

6.0 6.4 6.5 6.3

Life Sciences

5.4 5.4 5.6 5.4

Physical Sciences

5.0 5.4 5.4 5.4

Social Sciences

5.1 6.0 6.0 5.6

Humanities Architecture

8.4 5.8 8.4 7.8

Asian Literature, Religion and Culture

7.9

Classics

5.2 6.4 6.8 6.6

7.4

7.0

6.5

Comparative Literature

6.0 7.3 7.6 6.8

English Language and Literature

5.2

Germanic Studies

6.0 7.2 6.5 7.0

6.3

6.8

5.8

History

6.8 7.0 6.6 6.2

History of Art, Archaeology, and Visual Studies

6.9

Medieval Studies

6.0 6.0 6.0 5.9

Music

6.8 6.4 6.4 6.0

Near Eastern Studies

5.9

Philosophy

6.0 6.3 6.4 6.3

5.8

5.0

6.3

7.0

6.2

5.8

Romance Studies

5.5 5.0 6.0 6.4

Science and Technology Studies

6.4

Theatre Arts

6.6 8.3 5.8 5.5

6.8

6.0

6.6

Life Sciences

Animal Science

5.0 5.2 5.4 5.2

Biochemistry, Molecular & Cell Biology

6.0

Biometry

6.4 5.9 4.7 4.4

Biophysics

7.2 6.4 6.0 5.4

Comparative Biomedical Sciences

4.8

4.7

5.6

4.9

Computational Biology

n/a

5.7

5.0

Ecology and Evolutionary Biology

6.4

6.0

6.4

6.0

Entomology

5.5 5.8 5.7 5.6

Environmental Toxicology

5.0 5.0 5.5 5.0

Food Science and Technology

4.6

5.0

4.6

Genetics, Genomics and Development

6.0

6.4

6.0

Horticulture

4.2 5.0 5.0 4.5

Immunology and Infectious Disease

5.0

Microbiology

5.4 5.4 5.7 5.4

Molecular and Integrative Physiology

5.0

Natural Resources

6.4 5.9 5.8 5.4

Neurobiology and Behavior

6.6

Nutrition

5.4 5.3 5.5 5.0

Pharmacology

5.4 6.0 6.0 6.0

Plant Biology

6.4 6.0 6.0 5.8

Plant Breeding

4.8 5.0 5.0 5.0

Plant Pathology and Plant-Microbe Biology

5.0

Psychology

5.4 5.0 5.4 6.0

6.0

4.8 5.4 6.4

5.4

6.3

5.4 5.6 6.1

5.9

6.0

5.4 5.4 6.0

5.8

Discipline

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

Fall Admit Cohort

Soil and Crop Sciences

4.8

5.6

5.3

5.0

Zoology and Wildlife Conservation

5.0

6.1

5.0

6.3

Physical Sciences and Engineering Aerospace Engineering

5.0 5.0 5.8 5.8

Applied Mathematics

5.0 5.8 5.2 5.4

Applied Physics

5.4 6.0 6.0 6.2

Astronomy and Space Sciences

5.0

Atmospheric Science

n/a 7.3 5.9 5.2

5.8 5.8

5.4

Biological and Environmental Engineering

5.0

Biomedical Engineering

n/a 8.4 5.5 5.6

Chemical Engineering

5.4 5.4 5.4 5.4

Chemistry and Chemical Biology

4.8

5.2

Civil and Environmental Engineering

4.8

5.0

5.2

Computer Science

4.8 5.0 5.6 5.4

Electrical and Computer Engineering

5.0

4.8

5.0

5.4

Fiber Science and Apparel Design

5.0

4.3

5.0

Geological Sciences

5.8 5.4 5.8 5.0

Materials Science and Engineering

4.9

Mathematics

5.2 6.0 5.4 5.0

Mechanical Engineering

5.0 5.4 5.3 5.0

5.4

5.0

6.0

5.5

5.3

Operations Research and Information Engineering

5.0

Physics

5.8 6.0 6.0 6.0

Theoretical and Applied Mechanics

4.9

5.0

5.2

5.4

5.0 5.6

Social Sciences Anthropology

7.0 7.4 7.0 6.8

Applied Economics and Management

5.8

5.6

6.0

5.2

City and Regional Planning

6.0

6.4

6.8

5.0

Communication

5.1 6.0 6.0 5.0

Design and Environmental Analysis

n/a

Development Sociology

6.3 7.0 8.0 6.8

Economics

5.0 5.0 5.9 5.4

Education

4.4 5.0 5.0 n/a

Government

5.8 7.0 7.0 6.0

Hotel Administration

5.0 6.6 6.0 5.9

Human Development

5.0 5.8 5.4 6.0

n/a

5.8

n/a

Industrial and Labor Relations

5.0

Information Science

n/a 6.4 5.0 5.2

Law

5.2 4.9 4.9 5.0

Linguistics

5.2 7.0 6.7 6.0

Management

4.2 5.2 5.4 5.4

Policy Analysis and Management

5.9

Regional Science

5.0 7.0 7.3 5.5

Sociology

5.2 6.0 7.0 6.8

Statistics

4.2 5.8 6.0 5.8

7.0

6.0

n/a

5.4

5.8

5.0

Average Completion Rate—Doctoral Program by Field

Discipline

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

Fall Admit Cohort

Humanities

76% 74% 74% 70%

Life Sciences

81% 82% 86% 75%

Physical Sciences

81% 80% 82% 76%

Social Sciences

74% 75% 80% 72%

Humanities Architecture

71% 63% 75% 30%

Asian Literature, Religion and Culture

73%

Classics

54% 53% 71% 50%

Comparative Literature

76% 88% 93% 89%

English Language and Literature

78%

Germanic Studies

73% 82% 79% 63%

History

66% 69% 63% 61%

History of Art, Archaeology, and Visual Studies

79%

Medieval Studies

80% 61% 67% 80%

Music

91% 83% 86% 77%

Near Eastern Studies

60%

Philosophy

75% 54% 66% 69%

Romance Studies

87% 79% 74% 78%

Science and Technology Studies

76%

Theatre Arts

83% 56% 53% 79%

63%

82%

77%

80%

81%

68%

80%

75%

33%

81%

55%

76%

62%

100%

67%

Life Sciences Animal Science

86% 84% 90% 68%

Biochemistry, Molecular & Cell Biology

88%

Biometry

38% 52% 87% 80%

Biophysics

83% 67% 70% 100%

Comparative Biomedical Sciences

75%

Computational Biology

90%

82%

75%

84%

81%

76%

n/a

100%

32%

Ecology and Evolutionary Biology

86%

78%

87%

79%

Entomology

91% 90% 81% 80%

Environmental Toxicology

92% 75% 82% 79%

Food Science and Technology

78%

88%

96%

80%

Genetics, Genomics and Development

81%

70%

93%

73%

Horticulture

64% 93% 86% 68%

Immunology and Infectious Disease

89%

Microbiology

84% 85% 87% 91%

Molecular and Integrative Physiology

75%

Natural Resources

66% 76% 86% 63%

Neurobiology and Behavior

79%

Nutrition

74% 81% 79% 78%

Pharmacology

82% 85% 93% 67%

Plant Biology

80% 78% 78% 76%

Plant Breeding

89% 93% 87% 79%

Plant Pathology and Plant-Microbe Biology

89%

Psychology

76% 67% 74% 85%

87% 90% 84%

80%

82% 89% 93%

87%

93% 93% 78%

77%

Discipline

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

Fall Admit Cohort

Soil and Crop Sciences

85%

93%

61%

Zoology and Wildlife Conservation

88%

80%

100%

80%

Physical Sciences and Engineering Aerospace Engineering

73% 80% 84% 73%

Applied Mathematics

86% 88% 87% 84%

Applied Physics

78% 78% 85% 88%

Astronomy and Space Sciences

80%

Atmospheric Science Biological and Environmental Engineering Biomedical Engineering

93%

96%

86%

n/a 71% 50% 67% 78%

78%

83%

75%

n/a 67% 88% 76%

Chemical Engineering

80% 79% 87% 73%

Chemistry and Chemical Biology

86%

82%

79%

71%

Civil and Environmental Engineering

73%

74%

66%

65%

Computer Science

72% 81% 79% 70%

Electrical and Computer Engineering

84%

82%

84%

71%

Fiber Science and Apparel Design

57%

72%

65%

Geological Sciences

81% 67% 81% 52%

Materials Science and Engineering

79%

Mathematics

72% 77% 89% 85%

Mechanical Engineering

84% 78% 84% 74%

Operations Research and Information Engineering

88%

Physics

85% 82% 83% 87%

Theoretical and Applied Mechanics

81%

75%

78% 88%

83%

83% 94%

73%

79% 88%

Social Sciences Anthropology

76% 78% 82% 56%

Applied Economics and Management

76%

60%

78%

72%

City and Regional Planning

72%

81%

74%

81%

Communication

63% 68% 73% 77%

Design and Environmental Analysis

n/a

Development Sociology

64% 73% 69% 56%

Economics

78% 85% 87% 85%

Education

76% 72% 67% 62%

Government

74% 75% 77% 69%

Hotel Administration

75%

Human Development

61% 63% 69% 73%

Industrial and Labor Relations

73%

Information Science

85% 68%

100% 85%

90% 74%

n/a 100% 100% 56%

Law

43% 100%

Linguistics

79% 75% 72% 57%

Management

89% 82% 86% 77%

Policy Analysis and Management

80%

Regional Science

77% 82% 88% 76%

Sociology

67% 67% 77% 66%

Statistics

67% 80% 88% 82%

86%

88% 88%

85%

82%