Cornell Graduate School
ANNUAL REPORT 2016–2017
Barbara A. Knuth Senior Vice Provost and Dean of the Graduate School
Jan Allen Associate Dean for Academic and Student Affairs
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Sara Xayarath HernĂĄndez Associate Dean for Inclusion & Student Engagement
Jason Kahabka Associate Dean for Administration
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.
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Letter from the Dean Dear Graduate Community, Dedication to student success is one of the Graduate School’s core values and appears in our vision and mission statement. To support student success, we use an evidence-based approach to enhance our programs and improve the student experience. This year, we shared comprehensive surveys and other data with graduate fields and graduate students to encourage reflection, self-assessment, and improvement.
We introduced new customized dashboards to help graduate fields understand the effectiveness of their programs, while graduate students gained insights into safety, finances, and doctoral career outcomes. We also included in our benchmarks promising practices from beyond the Cornell community and learned what works best here. Our commitment to success goes beyond data. We developed over 340 programs, workshops, and events for graduate students on topics ranging from overcoming the imposter syndrome to writing effective fellowship applications. We also modified our surveys to collect data that will help our staff determine which workshops are most effective and improve others for the future. We shared student success stories through postings in our weekly newsletter, as well as at recognition ceremonies and many other events. I am encouraged by survey results indicating that 90% of both current students and alumni think their overall Cornell experience was good to excellent, and 95% of doctoral alumni report working in a field closely-related to their PhD. As you review the Annual Report, please join me in recognizing the Cornell graduate community’s dedication to student success! Barbara A. Knuth Dean of the Graduate School
Graduate School lauded for promoting students’ success DECEMBER 13, 2016 The Council of Graduate Schools (CGS) and the Educational Testing Service (ETS) presented Cornell University with this year’s ETS/CGS Award for Innovation in Promoting Success in Graduate Education: From Admission through Completion. Barbara Knuth, senior vice provost and dean of the Graduate School, accepted the co-sponsored award on Cornell’s behalf Dec. 9 during the CGS 56th Annual Meeting, held Dec. 7–10 in Washington, D.C. 44
The award recognizes promising, innovative proposals to enhance student success and degree completion at the master’s or doctoral levels while promoting inclusiveness. The winning institution is selected on the strength of its proposal to meet the award’s goals and to serve as a model for other schools. The winner receives a twoyear, $20,000 matching grant. “Our goal is to achieve a campus climate in which all graduate students feel valued and accepted by faculty and peers, and where incidents of bias are minimized,” Knuth said. “This recognition from ETS
and CGS will help us to provide an environment in which all members of our graduate community understand and value the diverse identities, experiences and perspectives present on our campus. I am honored to accept this award on behalf of my Graduate School colleagues and our partners across many offices at Cornell.” Through the project Innovative Inclusion Interventions (I3): Promoting Graduate Student Success through Advancements in the Climate of Graduate Education, Cornell intends to promote graduate student success and an inclusive climate through four interventions supporting the academic and social engagement of
Graduate School leadership The Graduate School’s governing body is called the General Committee, and our “by laws” are described in the Code of Legislation. The General Committee is the administrative, legislative, and judicial board of the Graduate School and approves revisions to the Code of Legislation, approves appointments to the graduate faculty, and makes recommendations for new advanced degrees.
General Committee of the Graduate School 2016–2017 NAME
FIELD OR AFFILIATION
TERM END
Dean Barbara A. Knuth
Graduate School
Associate Dean Jan Allen
Graduate School
Associate Dean Jason Kahabka
Graduate School
Associate Dean Sara Hernandez
Graduate School
Anna Waymack
graduate student
2017
Aravind Natarajan
graduate student
2018
Professor William Brown
Biochemistry, Molecular and Cell Biology
2019
Professor Stacey Langwick (on sabbatical fall 2016– spring 2017); replaced by Maurine Linder until May 2017
Anthropology
2019
Professor Joel Brock
Applied Physics
2017
Professor Shorna Allred
Natural Resources
2017
Professor Eric Rebillard
Classics
2019
Professor Rebecca Harris-Warrick
Music
2017
Professor Molly Diesing
Linguistics
2019
Professor Linda Williams
Development Sociology
2017
Professor Monica Geber
Ecology and Evolutionary Biology
2019
Professor Paul Soloway
Nutrition
2017
Professor Lawrence Gibbons
Physics
2019
Professor Melissa Hines
Chemistry & Chemical Biology
2017
Members-at-Large
Humanities
Social Sciences
Life Sciences
Physical Sciences
graduate students across identities. These interventions include a summer success symposium, an interactive theater project, an intergroup dialogue project immersion program, and an inclusive teaching institute for graduate students and postdocs.
Barbara Knuth, senior vice provost and dean of the Graduate School, joined by Sara Xayarath Hernandez, associate dean for inclusion and student engagement, accepts the ETS/CGS Award on Cornell’s behalf during the 56th Annual Meeting of the Council of Graduate Schools. 5
PRIORITY ONE
program assessment and planning GOAL Promote a culture of learning, assessment, and continual improvement in Cornell graduate programs.
A culture of assessment is key to maintaining and enhancing graduate education at Cornell. Data collected at touch points across the student lifecycle— from prospective students to alumni—improve the understanding of all aspects of graduate education by helping graduate fields assess their programs and the Graduate School enhance recruitment, student experience, and career outcomes for graduate and professional students. Reviewing ongoing survey data allows the Graduate School to promote academic program enhancements and improvements through a process of reflection, assessments, and planning. Megan Biango-Daniels, PhD ’18, presenting at the inaugural Teaching as Research National Conference on June 6, 2017.
Inaugural conference highlights innovations in teaching Monday, June 12, 2017 BY SALLY KRAL At the inaugural Teaching as Research National Conference on June 6, scholars from across the country discussed how classroom research findings can be used to improve teaching techniques and learning outcomes. One Cornell presenter, Allison Truhlar, PhD ’17, spent a year as a teaching assistant observing students’ participation in unstructured online discussions and measuring how this participation affected their engagement with course content. She found that changing to a more directed, question-and-answer format better served the students—a discovery that will directly 6
influence how she designs her courses in the future. The conference, co-organized by the Center for Teaching Excellence (CTE) and Cornell University Center for the Integration of Research, Teaching, and Learning (CU-CIRTL), was previously known as the Classroom Research and Teaching Symposium and has now been expanded to include researchers and scholars nationwide. In addition to Allison’s, there were 15 other oral presentations throughout the full-day conference, as well as 17 poster presentations, a roundtable session, and a keynote address. Presentation and discussion topics ranged from interactive learning techniques to supporting diversity and
inclusion in the classroom to educational software programs. In addition to Cornell graduate students, postdocs, faculty, and staff, there were presenters and attendees from nearly 20 different universities. “After five years hosting the Classroom Research and Teaching Symposium for the Cornell community, we are delighted to welcome scholars from around the country this year,” said Senior Vice Provost and Dean of the Graduate School Barbara Knuth, who offered opening remarks at the event. “By sharing our research experiences and knowledge with one another, we can strengthen our future faculty and work together with current faculty around course improvement projects.” Knuth also noted the importance of the Graduate School’s partnership with CTE over the past several years, and the hard
Highlighted Accomplishments Self-Assessments and Reflections Graduate Field Self-Assessments: To
help graduate fields plan and implement meaningful program-level learning outcomes, the Graduate School reviewed each field’s biennial assessment report and provided personalized feedback and resource suggestions for designing and supporting learning outcomes for students. Graduate fields with similar learning outcomes or initiatives were connected to facilitate cross-field interactions.
Student Self-Assessments: Student feedback is critical to improving graduate programs. Graduate student and alumni surveys contain rich data sets that provide graduate fields with insight into what aspects of the academic experience students find useful. The Graduate School displays detailed information from these surveys on our intranet for graduate fields using easily filterable tables developed in Tableau, with the ability to filter by graduate field and student demographics. Aggregated student data are posted publicly. Alumni Career Outcomes Survey: The Doctoral
Alumni Careers Outcomes Survey Report is part of an initiative to make career outcomes data more readily available to prospective and current students, graduate fields and faculty, and the Cornell community. It is posted publicly on our website.
Improve Surveys: With comprehensive input from Cornell’s Office of Institutional Research along with pilot testing, the Doctoral Experience, Exit, and Career Outcomes surveys were refined to make the data more relevant and usable for graduate fields.
Learning Outcomes
Professional Development Learning Outcomes Assessments: The Graduate School hosted
340 personal, professional, career, and academic development programs for graduate students last year. To maximize our limited resources, we developed metrics to evaluate learning outcomes. Now these outcomes are measured in the Doctoral Experiences and Career Outcomes surveys to provide comparative data about areas for improvement.
Facilitate Active Reflection and Promote Innovative Practices in the Graduate Fields: For the past several years, the Graduate School has conducted biennial meetings with faculty leaders of graduate fields. Sharing improved metrics, biennial learning outcome assessment summaries, and promising practices with the graduate fields has resulted in the fields tailoring their programs to better support student academic and career success. For example, some fields have developed fellowship writing seminars, while others are providing opportunities for graduate students to interact with alumni in meaningful ways.
work and dedication of CTE Director Theresa Pettit, CTE Teaching Support Specialist Kimberly Williams, and CUCIRTL Director Colleen McLinn to make this national conference a reality. Keynote speaker Michelle K. Smith, associate professor of biological sciences at the University of Maine and C. Ann Merrifield Professor in Life Science Education, presented on how certain assessment tools can help faculty make instructional decisions, and how student data collected from these tools have inspired faculty from several institutions to share data on student learning with one another and create additional assessment opportunities to learn more about student thinking. Smith will be in residence at Cornell during the 2017-2018 academic year for a sabbatical research program. 7
PRIORITY TW0
student experience GOALS Enhance academic and professional development opportunities
for students. Enhance graduate and professional student and postdoc life.
Graduate students choose Cornell for its outstanding academic and research opportunities. Years later, they remember Cornell for its rich student experience and support structures. The Graduate School promotes social connectivity, health and wellness, professional and career development, and graduate student life programs. In some cases, we developed programs to meet a specific need, like free child care during critical study periods. In other cases, we partnered with units across campus to ensure that graduate students are aware of Cornell’s wide array of activities, professional and career development programs, clubs, social events, and recreation opportunities. For example, Cornell Minds Matter, which was formed as an undergraduate organization, began opening programs to graduate students.
Highlighted Accomplishments Big Red Barn Graduate and Professional Student Center (BRB)
25th Anniversary Celebration: The Big Red Barn Graduate and Professional Student Center celebrated its 25th anniversary with cake, 25-cent coffee, a trivia night, a birthday party, and an alumni weekend. A special panel included the graduate student alumni who originally petitioned for the BRB to become a graduate student center, as well as the Graduate School Associate Dean at the time and the architect responsible for the BRB’s renovations. Improvements to the Big Red Barn:
The Big Red Barn is where graduate and professional students 8
from across campus meet and enjoy refreshments, activities, and events. As part of the anniversary celebration, the BRB kicked off a crowdfunding campaign and alumni rose to the challenge, resulting in the addition of a wood stove, bike racks, and a piano.
Health and Wellness
Cornell Minds Matter: Originally developed by an undergraduate in 2004, Cornell Minds Matter promotes knowledge about mental health and resources on campus and works to decrease student stress at Cornell. Their free wellness and mental health programming, including meditation, yoga, Zumba, and more, was opened to graduate students this year with special programs developed just for graduate and professional students. Sexual Violence: As part of a larger university-
wide initiative, the Graduate School developed and implemented a sexual violence prevention and response program. New students participated in web-based sexual violence training. A broader roll-out and increased enhancements are planned for next year.
Office Hours with the Assistant Dean of Graduate Student Life: The Assistant Dean for Graduate Student
Life Janna Lamey implemented weekly open office hours to remove barriers for students who need guidance but are unable to schedule an appointment. While most students continue to make appointments, the office hours have succeeded in making the dean’s office more accessible.
Military Service Veterans
Veterans arrive at Cornell with different life experiences from other graduate students. To develop more community among veterans, the Graduate School began hosting a welcome dinner for current and incoming veterans from around the world, including the United States, China, South Korea, Israel, and Brazil. In addition, a dedicated web page for veterans was created to house information about events, resources, and listservs.
Women Student Groups
Speaker Series: Graduate
students benefit from connections with successful Cornell alumni. This year, the Graduate School supported a partnership between the student-run Graduate and Professional Women’s Network (GPWomeN) and the alumni organization President’s Council for Cornell Women (PCCW) Mentoring Committee. The GPWomeN-PCCW Speaker Series has brought prominent Cornell alumnae to campus to speak to graduate students and postdocs on topics such as overcoming the imposter syndrome, maintaining a healthy work-life balance, negotiating skills in the workplace, and more. The five initial sessions brought large audiences and positive feedback. The speaker series will continue in 2017-2018.
Graduate Women in Science (GWIS): The Graduate
School helped re-establish GWIS, which quickly became a high-capacity organization with impact. The group secured grants from several alumni organizations to launch new programming, including bystander intervention training, a workshop on issues of social justice in STEM, and FemSTEM, a peer mentoring program that matches undergraduate women in STEM with women graduate student mentors.
Students with Families Initiatives
Student Child Care Grant: The Student Child Care Grant, which is available for undergraduate and graduate/ professional students with children, expanded this year to include a grant to support child care for student families during the summer months.
graduate student spouses and partners find jobs at Cornell, the Graduate School and Cornell’s Office of Human Resources developed a career fair where spouses/ partners of graduate students can meet with representatives from Cornell’s Office of Human Resources to discuss jobs and their potential careers.
Professional Development
Pathways to Success: Pathways to Success provides academic, career, personal, and professional development opportunities for graduate and professional students and postdoctoral scholars. Programming is organized into the following thematic focus areas: Navigate Academia, Build Your Skills, Create Your Plan, and Prepare for Your Career. An improved webbased calendar filters programs according to learning objectives and focus areas. Future Faculty Programs from CIRTL (Center for the Integration of Research, Teaching, and Learning) at Cornell
Part of the NSF-supported CIRTL Network, CIRTL at Cornell develops evidence-based future faculty programs that encourage inclusive teaching and mentoring skills. This year, the Classroom Research and Teaching Symposium expanded, attracting participants from 20 other institutions. Other CIRTL at Cornell activities included hosting the Inclusive Teaching Institute, developing learning communities through massive open online courses (MOOCs), making use of peer facilitators, and awarding small grants.
Time Out for Student Families at Cornell Child Care Center: In recognition
of student family needs for child care during critical study periods, the Time Out program was expanded to cover several study periods during exams. In addition, the regular Time Out program, in which student families receive free child care and the opportunity to socialize and discuss parenting issues was expanded to six sessions per year.
Cornell Career Fair: Finding a job in Ithaca can be challenging for student spouses or partners. To help
At the Cornell Career Fair spouses/partners of graduate students meet with representatives from Cornell’s Office of Human Resources to discuss jobs and their potential careers. 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.
At Cornell, inclusion is one of our core values. Most colleges in the United States admitted men only at the time of Cornell’s founding—we awarded our first doctoral degree to a woman eight years after Cornell’s first bachelor’s degree was awarded. Continuing our tradition of fostering diversity and inclusion, the Graduate School has focused on composition through our recruitment programs, engagement through our support of student groups and activities, inclusion through forums and structures, and achievement through our partnerships, workshops, and programs fostering student success.
Intergroup Dialogue Project facilitates new summer course for grad students and postdocs A group of emerging scholars at Cornell learned new skills for effective dialogue, relationship-building, and managing conflict in academic environments in a new program this summer, facilitated by the Intergroup Dialogue Project (IDP).
This pilot program, facilitated by the Intergroup Dialogue Project and tailored for graduate students and postdoctoral scholars, is peer-led and collegial. 10
Tailored for graduate students and postdoctoral scholars, the program is peer-led and collegial. Meeting for six threehour sessions at 6-2-6, the Center for Intercultural Dialogue, participants learned from one another by sharing issues and perspectives related to their social identities, and how these might influence them as students and future scholars. “Graduate students are required to communicate and work across cultural, social and power differences on a daily
basis,” said IDP Director Adi GrabinerKeinan, M.A. ’11, Ph.D. ’16. “They need to navigate different spaces, ways of thought and academic practices. They are also occupied with questions and thoughts about the scholars and professionals they want to become.” A goal of the program is to “create academic spaces that allow individuals and groups to work together as equals, and to challenge oppression and discrimination,” she said. “You bring your unique personality to the table. Many people feel they have to hide, or can’t expose, their full identity.” IDP seeks to positively transform campus climate and create inclusive social change through experiential learning courses
Highlighted Accomplishments Support for Student Groups
LGBTQ+ Support: The Graduate School participated
in several LGBTQ+ focused events and added three LGBTQ+ Ambassadors to the Graduate Student Ambassador team.
Office of Inclusion and Student Engagement Leadership Council Student Group Support: The
Graduate School hosted programs and events focused on establishing and maintaining community, including: Welcome Reception, Spring Recognition Banquet, and the Renaissance Ball.
Diversity Recruitment with Graduate School Ambassadors
Graduate School Ambassadors are current graduate students who travel with faculty and staff to recruitment conferences and universities to cultivate a pool of diverse applicants. Fourteen new Ambassadors were recruited and a comprehensive training program was developed.
Programs for Underrepresented Minorities and First-Generation Students
Summer Success Symposium: In collaboration with
Diversity Programs in Engineering and the Bouchet Graduate Honor Society, the Graduate School hosted the Summer Success Symposium, a program for new and continuing MS/PhD and PhD students who identify as first-generation college students and/or students of color.
Dean’s Scholars: To develop a sense of identity and community for all Diversity Fellowship recipients, the Graduate School created a Dean’s Scholars designation that recognizes these students and helps build a community among them. Women of Color in STEM Symposium: In
collaboration with Diversity Programs in Engineering, the Graduate School developed the Women of Color in STEM Symposium. The inaugural event attracted 150+ registrants, including undergraduate and graduate students, postdocs, faculty, and staff.
focused on getting past societal and institutional norms and perceptions of identity to foster intercultural experiences.
inclusion and student engagement. “Not only as scholars, but their identities in their fields and how they process and engage with ideas.”
Participants in the summer program, adapted from IDP’s undergraduate classes, began by discussing “all aspects of their identities – disability, sexual orientation, gender, race, but also a new one – their identity as scholars, and what that means in relation to diversity and social justice issues,” she said. “Their questions are related to mentorship, their teaching, their relationships with their colleagues,” she said. “We look at the big picture but also their personal experiences. We encouraged them to think about their personal life, and not to theorize things immediately.” Graduate student and IDP co-facilitator Christine Barker said: “An interesting dimension emerged. We had humanities
students who are used to talking about theory and problematizing alongside STEM students who were more solutions-oriented.” “That’s a critical component of their identities,” said Sara Xayarath Hernández, Graduate School associate dean for
In discussions among the Graduate School, IDP, and the Center for the Integration of Research, Teaching and Learning, “we worked together to create a meaningful process for graduate students and postdoctoral scholars to explore their identities, to practice communication across difference, and to think together about authentic diversity in academia,” Grabiner-Keinan said. This pilot program is expected to reach about 30 people over two separate sessions in its first year, Hernández said. The original IDP program for undergraduates started with 30 students in the fall of 2012 and now has more than 200 students each semester. 11
PRIORITY FOUR
financial support GOAL Enhance financial support for graduate education.
Cornell University’s generous support package for doctoral students includes tuition, health insurance, and stipend. About 97 percent of doctoral students are fully funded. Tracking and planning fellowships for this many students in nearly 100 fields is a priority for the Graduate School.
Highlighted Accomplishments
97%
OF PH.D. STUDENTS ARE
FULLY FUNDED
Fellowship Management Tools
The Graduate School launched a new fellowship tracking and planning system to replace the current system of complex spreadsheets. The system sends automated award notifications at the start of each term and promotes and systemizes the external fellowship top-off program.
Teaching Assistant Appointments
To help fields manage assistantships, the Graduate School began providing integrated reports tracking hours and appointments from HR, payroll, and student systems, and provided training for graduate fields and faculty on the use of the tool.
NSF Graduate Research Fellowship reception Graduate School Dean Barbara A. Knuth recognized this year’s National Science Foundation (NSF) Graduate Research Fellowship winners at a reception attended by current and past winners and faculty members. Dean Knuth at the National Science Foundation (NSF) Graduate Research Fellowship Reception attended by current and past winners and faculty members. 12
The NSF receives nearly 17,000 applications annually and awards about 2,000 fellowships. This year Cornell welcomed 29 new Fellows, bringing the total on campus to 230. In addition to the winners, the Graduate School honored faculty members for their encouragement, support, and mentoring of graduate students, which many winners had noted in their applications.
External funding secured for Graduate School programs
Student spotlight
(Knuth-PI) The CIRTL Network: 22 Research Universities Preparing a National Faculty to Advance Undergraduate Success: Subaward from University of WisconsinMadison from Great Lakes Higher Education Guaranty Corporation award. $129,300 2014–2017.
Peter DelNero, a doctoral candidate in biomedical engineering, has received the 2017 K. Patricia Cross Future Leaders Award. DelNero is one of eight graduate students nationwide to receive this prestigious award out of more than 250 nominees from 127 institutions.
(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.
The K. Patricia Cross Future Leaders Award recognizes graduate students who show promise as future leaders of higher education, who are committed to academic and civic responsibility, and whose work focuses on teaching and learning. The award honors K. Patricia Cross, professor emerita of higher education at the University of California, Berkeley. Carolyn Fisher, Ph.D. ’16, received the award in 2015.
(Knuth-PI with Co-PIs Jed Sparks and Susan Henry) Center for the Integration of Research, Teaching, and Learning (CIRTL). University of Wisconsin-Madison (NSF subaward). $143,850 2013–2018 (reauthorized and extended). (Knuth-PI) Enhancing Student Financial Education and Literacy Across Undergraduate, Graduate, and Professional Programs. Council of Graduate Schools. $40,000 2013–2015. (Knuth-PI) Graduate Research Fellowship Program, NSF, $4,481,999 2016–2021. (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. (Knuth-PI, with Co-PIs Sara Xayarath Hernández and Colleen McLinn) CIRTL AGEP—Improved academic Climate for STEM Dissertators and Postdocs to Increase Interest in Faculty Careers. National Science Foundation. $106,721 2016–2021.
Peter DelNero, Biomedical Engineering
As a graduate student researcher focused on microfluidic biomaterials and cancer, DelNero recognized that working in a lab can be an isolating and impersonal experience with little connection to the people affected by cancer. To connect scientists with patients and advocates, he helped develop a partnership between his lab and the Cancer Resource Center of the Finger Lakes, which DelNero hopes to expand to other institutions. To further extend the connections between patients and research, DelNero teaches an undergraduate writing seminar called Dimensions of Cancer that examines the human and personal sides of cancer as well as the scientific. As an active participant in the Graduate School’s future faculty program, CU-CIRTL, DelNero has honed his teaching and leadership skills and helped launch the Inclusive Teaching Network, a community of graduate students and postdocs aimed at incorporating inclusive teaching practices into current and future courses. DelNero is active in the Cornell community, teaching a seminar that guides students through public narrative projects in the local cancer ecosystem and leading the Cancer Brainstorming Club, Participatory Action Research Network, and Big Red Pumpkin Boat Race. He is the recipient of an Engaged Graduate Student Grant, and he is a student team member on the Engaged Curriculum Grant Community Engagement by Cancer Scientists. DelNero accepted his award at the Association of American Colleges and Universities’ (AAC&U) Annual Meeting in San Francisco, Jan. 25-28. The award provided the funds to attend the conference and a one-year affiliation with AAC&U, including subscriptions to all AAC&U periodicals.
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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. Leveraging technology to make processes more efficient is a major priority along with supporting effective, consistent, and best practices in graduate fields.
Grants for Graduate Fields: To support graduate
Highlighted Accomplishments
Informal Lunch Discussions for Directors of Graduate Studies (DGS): The Graduate School hosted
Best Practices
Administrative Training for Directors of Graduate Study: To promote best practices among the graduate
fields, the Graduate School began regular training sessions for directors of graduate study on Graduate School policies and procedures, admissions, data systems, diversity in admissions, recruitment, student mentoring, and professional development.
fields, the Graduate School began awarding small grants to foster programs and encourage best practices for recruiting diverse students, supporting professional development opportunities for students, enhancing students’ career preparation and exploration, and mentoring students.
lunch discussions to provide an informal setting where directors of graduate studies can connect and discuss issues impacting their fields. Topics included policies and procedures, admissions and data systems, diversity in admissions, recruitment best-practices, student mentoring, and professional development. The pilot session, Graduate Student Sexual and Gender-Based Harassment: A Facilitated Discussion for DGSs, received positive reviews.
Jason Kahabka receives dedicated service award Jason Kahabka ’98, M.S. ’03, admits that he should have known something was up: a rather short agenda was distributed in advance of the Nov. 29 staff meeting being held in the Big Red Barn, itself an unusual location for a meeting. Instead, Kahabka, associate dean for administration at the Graduate School, was presented with the George Peter Award for Dedicated Service. Kahabka says he was “blown away” when he walked in and was greeted by a crowd of more than 50 friends and colleagues. Ulysses Smith, chair of the Employee Assembly (EA), presented the award, which is given by the EA to staff members 14
nominated by their colleagues who “consistently demonstrate a high degree of excellence in the performance of their duties and who prove their willingness to extend themselves to help others and go above and beyond the normal expectations of their job responsibilities.” As an associate dean, Kahabka helps support more than 100 graduate fields, working with graduate faculty, staff, and 5,100 graduate and professional students. He supervises a team and oversees graduate admissions, student services, graduate student fellowships and travel grants, technology support and data management.
Milestones
Checklists and milestones are effective means for helping students stay on track. This year, the Graduate School leveraged PeopleSoft to provide students with milestone data and a checklist of pending and completed milestones.
Making Policies Easier to Understand
Search Tool: To improve faculty, staff, and student
awareness of policies and benefits supporting graduate students, the Graduate School launched an interactive and searchable tool that allows students to search and filter policies according to keyword. For instance, a search for “maternity” yields “Parental Accommodation Policy,” Cornell’s policy governing maternity and paternity leave.
Accessible Language: Policies were rewritten in accessible language to foster better understanding and promote benefits available to graduate and professional students.
Chinese Transcripts: This year, the Graduate School began accepting certified, translated copies of Chinese applicant’s transcripts and degrees from the Chinese Ministry of Education using the CHISECC service.
Improve Thesis and Dissertation Submission and the Degree Conferral Process
Proquest: The Graduate School retired the legacy Graduation Manager system and transitioned to a vendor-hosted Proquest Electronic Theses and Dissertation solution for storing and publishing theses and dissertations. Survey of Earned Doctorates: The National Science
Foundation’s Survey of Earned Doctorates is now included in the dissertation submission process as a required item, helping maintain Cornell’s historically high response rate. The Graduate School is aiming for 100-percent compliance in the future.
Admissions and Records Management
Electronic Records Retention: The Graduate School implemented a new admissions records retention process through the Electronic Student Record system. Prior to the change, admissions records were kept in a student’s file. New tools in ImageNow allow for better separation of document types and customized retention plans for each class of record. These tools automatically purge documents at the end of a retention period, saving staff time and resources.
Barbara Knuth, senior vice provost and dean of the Graduate School, lauded Kahabka’s “strong people skills, in combination with really finely developed technological skills,” and called him a “successful collaborator” on many levels: with the student services staff, working with them as a team and giving them the freedom to work independently; with the Graduate School leadership team; and with others throughout the university, who “really look forward” to interacting with him. Kahabka is known for using his “sense of humanity” and his knowledge of policy to work through some very tough situations, Knuth said. Allan Bishop, associate vice president for human resources, said Kahabka has “made a tremendous impression on his
colleagues, staff, and students.” Bishop quoted Janna Lamey, assistant dean for student life at the Graduate School and a recipient of the George Peter award in 2011, who described Kahabka’s positive impact on staff: “We all want to work for Jason because of his focus on staff development and team building.” Bishop said other nominators noted that Kahabka’s interactions with the graduate community often occur when students are in distress, and in those situations he is known for his problem-solving skills, thoughtful consideration, care, and compassion. Michael Skinner, graduate student services representative, and Marcia Sawyer, graduate field assistant and George Peter award recipient in 2008,
also highlighted Kahabka’s dedication, motivation, imagination, accessibility and knowledge – and his commitment to graduate students. Kahabka said it is “great to work to find solutions with people who really care.” “I am shocked and overwhelmed to receive this award,” he said after the ceremony. “There are many evenings I leave work thinking about all the tasks and important projects that I hoped to complete that day but couldn’t because I simply ran out of time. The kind words of support I heard from my colleagues today help to remind me that we are all trying to make Cornell better, and that even the small things we do can really be meaningful for someone else’s work.” 15
PRIORITY SIX
visibility GOAL Enhance visibility of graduate education opportunities at Cornell and contribute to improving graduate education nationally.
This year the Graduate School strengthened communications to internal and external audiences by launching a long-term website redesign project, developing a hub for professional and career development, a search engine to make policies and procedures easier to find, and continuing our popular communications methods including weekly Graduate Announcements electronically, and the Ask a Dean column responding to student questions. Beyond the Cornell community, graduate students visited Washington, D.C. to advocate for graduate education while Graduate School staff held leadership positions at the Council of Graduate Schools and other national organizations.
Highlighted Accomplishments Website Redesign
and promoting messages that emphasize our organizational goals. This year, the Graduate School completed a discovery phase, needs analysis, and RFP. Next year, the project will be designed and developed with a go live date in Summer 2018.
Sharing Good News and Resources
The Graduate School is proud of Cornell’s outstanding graduate community and shares positive stories about graduate students, faculty, alumni, and programs, highlighting the benefits, policies, support structures, resources, and procedures that provide a framework for student success. In the process, Graduate School Announcements was transformed from a weekly events listing to a small news magazine. Anecdotally, these changes were popular, with open rates rising from 58 to 68% this year.
Ask a Dean
With an aging website and over 1,000,000 visitors per year, the Graduate School website was ready for a redesign. The project goals included special attention to improving content and findability of important information
As part of our efforts at transparent communication, the Graduate School publishes an advice column (Ask a Dean) in which students email their questions and get a response from a dean within three business days. This
Graduate and professional students lobby on Capitol Hill BY KRISTEN ADAMS AND ELIZABETH ELLIS Eighteen graduate and professional students traveled from the Ithaca campus and Weill Cornell Medicine in New York City to Capitol Hill for Cornell Advocacy Day April 5. Students met with members of Congress and their staffs to discuss science policy, graduate federal student aid, research funding and immigration policy (including Deferred Action for Childhood Arrivals). By all accounts the students’ messages were well-received on Capitol Hill. 16
“I believe Advocacy Day not only provides a well-rounded experience for the students, but is also vital in informing members of Congress and their staff about the importance of these issues to Cornell,” said Kristen Adams, associate director of Cornell’s Office of Federal Relations. “This year we had a great group of students, the highest number of participants, and their stories were told in nearly 40 congressional offices.” Students visited 38 congressional offices from 12 states, and each student visited representatives of his or her home state.
Sabrina Solouki, a doctoral student in immunology and infectious disease, explained how her research would not be possible without federal funds allocated to individual students and laboratories. “When I was an incoming graduate student, I had a very stressful time finding a lab that had enough financial support to take on an additional graduate student. Having gone through this uncertain situation firsthand, I realized the tremendous role federal investment in basic and applied research plays,” Solouki said. Jake Wolf, DVM ’17, met with U.S. Reps. Kurt Schrader, D-Ore., and Charlie Dent, R-Pa. He said it’s valuable for the legisla-
quickly became the most popular feature in Graduate School Announcements.
Graduate Education in the Cornell Chronicle
Leadership
Maplewood Graduate Housing Complex Dedicated
This year, Graduate School deans engaged in active service and leadership through positions at national organizations and advocacy on Capitol Hill. ■
■
■
■
Past Chair of Board of Directors, Council of Graduate Schools, Senior Vice Provost and Dean of the Graduate School Barbara A. Knuth Diversity & Inclusion Committee, Council of Graduate Schools, Associate Dean for Inclusion and Student Engagement Sara Xayarath Hernandez Executive Committee of the Board, National GEM Consortium, Associate Dean for Inclusion and Student Engagement Sara Xayarath Hernandez President, Northeast Association of Graduate Schools, Associate Dean for Academic and Student Affairs, Jan Allen
Pollack: PhDs Can Inform Discourse, Model Expert Thinking
Knuth Updates GPSA on Strategic Progress and Student Debt Cornell Ranked Among Best U.S. News Graduate School Rankings Graduate School Lauded for Promoting Students’ Success Jason Kahabka Receives Dedicated Service Award Future Professors Learn Academia Unwritten Rules All Faculty Students Staff Have Voice in Campus Governance Graduate and Professional Students Lobby Capitol Hill President Pollack Reaffirms Values in Meeting with GPSA More than 200 Soggy Students Champion Science in D.C. March Grant Enables Graduate Students to Travel to 47 Nations Graduate Student Honored for Teaching, Cancer Patient Program
Advocacy Day and Graduate Students March for Science
In addition to periodic meetings with legislators to raise awareness about policy issues related to graduate education, the Graduate School collaborated with Cornell’s Federal Relations office and the NIH-funded Broadening Education in Scientific Training (BEST) program to take graduate students to Washington to participate in Advocacy Day and the AAAS CASE Workshop. As part of ongoing advocacy for science funding, graduate students participated in the March for Science in Washington, DC on April 22.
tors to be able to “put a face on those who work in the sciences” and explained why graduate and professional student funding is essential to help students achieve their dreams. “As someone who grew up in a lower middle-class family, education was always my way of advancing life,” Wolf said. “Without the lower interest rate offered through graduate student loans, I would not be able to hope to repay my veterinary school loans one day.” Morgan Carter, a plant pathology doctoral candidate, was “incredibly inspired by my Advocacy Day experience and will be pursuing more opportunities to engage in
advocacy and be an active citizen. It was a great introduction to talking to legislators and learning how to present a position from multiple angles, depending on the priorities of the representative you were pitching to.” Doctoral students Solouki and Catherine Sun (natural resources), who participated in Advocacy Day, were also selected to attend the American Association for the Advancement of Science Catalyzing Advocacy in Science and Engineering Workshop April 2-5 in Washington. They learned more about the structure and organization of Congress, federal budget and appropriations processes, and tools for effective science communication and
civic engagement. They met with Cornell alumni Melanie Stansbury, M.S. ’07, a professional staff member of the Senate Committee on Energy and Natural Resources, and Adam Rosenberg ’98, staff director of the House Science Committee’s Subcommittee on Energy. “Melanie and Adam were both extremely generous with their time and insights,” said Sara Xayarath Hernandez, associate dean for inclusion and student engagement in Cornell’s Graduate School. “Having the opportunity to connect with alumni working on the Hill made for an even more meaningful experience.” 17
statistics
18
applications, admittances, and matriculations Graduate Student Admissions by Degree Type, 2007–2016 11,500 10,817
11,000 10,500 10,000 9,500
9,691
9,230
8,981
9,000 8,500 8,000 7,500 7,000 6,500
6,158
6,000 5,500 5,000 4,500 4,000
3,134
3,500 3,000 2,500
2,070
2,000 1,500 1,000
1,081 794
500 0
2007
2008
2009
2010
2011
2012
Doctoral Degree Applications
Doctoral Degree Admittances
Professional Master's Degree Applications
Professional Master's Degree Admittances
Research Master's Degree Applications Doctoral Trend
2013
2014
2015
2016
Doctoral Degree Matriculations
Research Master's Degree Admittances
Research Master's Degree Matriculations
Professional Master's Degree Matriculations
Research Master's Trend
Professional Master's Trend
Over the past 10 years, the Graduate School has experienced steady growth in applications for all degrees; the overall application growth rate between 2007 and 2016 was 58%.
Yield 60
Overall applications to the Graduate School reflected 5% growth since last year, with application growth reflected in both the research and professional master’s programs; doctoral applications to Cornell University fell by 1% between 2015 and 2016.
55 50 45
For all degrees, the “selectivity rate” over the past 10 years has remained just above 20%, indicating the competitiveness of Cornell graduate programs. In 2016, yield for all degree types was above 40%—an indication of the high caliber student Cornell has matriculated. The doctoral selectivity rate in 2016 was 15%; the yield was 41%
40 35 30 25 20
Fall 2007–2016 Admissions Notes
15 10 2007
2011
2016
Doctoral Students
2015–2016 change
2011–2016 change
2007–2016 change
-1%
-10%
5%
Doctoral Degree Applicants Doctoral Degree Matriculants Research Master’s Degree Applicants
8%
2%
-10%
18%
91%
161%
ResearchDoctoral Master’sStudents Students
Research Master’s Degree Matriculants
8%
82%
118%
Professional Master’s Master’s StudentsStudents Professional
Professional Master’s Degree Applicants
9%
46%
187%
-3%
12%
54%
Research Master’s Students
Professional Master’s Degree Matriculants
19
Research Degree Admissions by Ethnicity, 2007–2016 RESEARCH DEGREE APPLICATIONS BY ETHNICITY, 2007–2016 12,000
10,024 12,000
11,921
11,761
11,921
11,761
Total Research Degree Applications, Admittances, or Matriculations US Underrepresented Minority
9,000 10,024
US White 5,714
6,000
10,024
9,000 6,000
0
3,000 0 2,000 1,800 2,000 0 1,600 1,800 1,400 2,000 1,600 1,200
International 3,295
2,843
2,912 7,248
6,905
1,371
1,350 3,295
886 5,714 2,843
640
610
581 396
2,912 230
2007 886
2008
2009
2010
581 2,843 396 2007
2008
2009
2010
1,350 2011 3,295 610
2012
2011 1,350
2012
2013
2014
640
2013
2014
2015
2,912
230
2016 1,371 1,837 230
2008
2009
1,576 2011
2010
1,604
2012
2013
2014
2015
2016 1,837
1,200 1,600
17% overall increase in applications
1,837
1,604
1,576
652
635
817
800
1,400 1,000 600
603
590
400
652
1,000 600 200
230 603 119
635 289
1,200 800
800 400 0 200 600 1,000 0 400 200 1,000 800 0
99 652 230 2007 119 603
2008
2009
2010
2008
2009
2010
62 289 635 2011 126 590
123 817 298 47 2012
2013
2014
2015
2016 675 123
2012
2013
2014
2015
298 2016
2010
786 47 2011 689
2012
2013
2014
RESEARCH DEGREE MATRICULATIONS BY ETHNICITY, 2007–2016 1,000 800 600
Matriculations
123
62 2009
2015
2016 786
747
786 747
378 689 287
307 400 600 200
200 400 0
0 200
280
287 117
279 112
280 55
64 257
49 378
117 2011 287 64
28
105 307 2007 55 280 54
2008
2009
2010
2007 105
2008
2009
2010
20
2013
2014
2015
2012
2013
2014
2015
2016 112 49 17
28 2008
2009
2010
17
17
64
54 2007
2012
112 2016 279 49
28 257 2011 117
2016 yield for underrepresented minorities: 40%
378
257
54
Yield
279
307 105
55 0
7% increase in the number of matriculations from minority students 5% overall increase in matriculations
689
600 800 400
15% overall increase in admittances
47 289 2011 126
2008
30% increase in the number of admittances from minority students
298 675
62
119 99 747 2007
Admittances 675 817
590 126
99 2007 230
55% increase in the number of applications from minority students
1,576
1,400 1,800
1,000
Ten Year Research Degree Review Applications
640
610
1,604 2007
1,371 2016
2015
886 RESEARCH DEGREE ADMITTANCES BY ETHNICITY, 2007–2016 581 396
US Unknown
7,248
6,905
5,714
3,000
6,000 3,000
Total (incl. URM) US Minority
7,248 11,761
11,921 6,905
12,000 9,000
2011
2012
2013
2014
2015
2016
2016 yield for all students: 43%
Professional Degree Admissions by Ethnicity, 2007–2016 PROFESSIONAL DEGREE APPLICATIONS BY ETHNICITY, 2007–2016 10,000 10,000 8,981 8,981
10,000 8,000 8,000
Total (incl. URM) US Minority
6,135 6,135
6,000 6,000
6,886
US Unknown
3,974 3,974
4,000 4,000
3,134 3,134
2,000 2,000
1,695 3,134 1,695
792 792 2,000 229 1,695 418 418 193 229 0 193 0 792 2007 229 2007 418 193 0 2007
International
3,974
4,000
762 762
1,254 1,254
1,140 1,140
341 341 145 1,254 145
2008 2008
2009 2009
2010 2010
762 2011 341 2011 145
2012 2012
2013 2013
2014 2014
2015 2015
2008
2009
2010
2011
2012
2013
2014
2015
798 798 376 376 1,140 157 157 2016798 2016 376 157 2016
3,000 3,000
2,963 2,963
3,000 2,500 2,500
2,963
95% increase in the number of applications from underrepresented minority students
2,290 2,290
2,500 2,000 2,000
1,967 1,967
2,290
1,199
745 745
601 601
1,000 500 500
388 745 256 388 256 113 113 110 388 500 0 110 0 256 2007 113 2007 110 0 2007
65% increase in the number of admittances from underrepresented minority students
1,199 1,199
1,502
1,500 1,000 1,000
2008 2008
2009 2009
2010 2010
2008
2009
2010
438 601 164 438 164 52 52 438 2011 164 2011 52 2011
499 499 499
1,400 1,200 1,200
1,171 1,171
1,200 1,000 1,000
1,171
2013 2013
2014 2014
2015 2015
2016 2016 182 61
2012
2013
2014
2015
2016
Yield 1,315
2016 yield for underrepresented minorities: 63% 2016 yield for all students: 44%
855
732
534 534 373 373
534 347 347 259 259 347
238 238 373
75 75 68 68
169 238 169
2007 169 75 2007 68 2007
69% increase in the number of matriculations from underrepresented minority students
732 732
800 600 600
400 200 200
Matriculations
1,315 1,315
855 855
600 400 400
436 436 182 182 61 436 61
2012 2012
PROFESSIONAL DEGREE MATRICULATIONS BY ETHNICITY, 2007–2016
1,000 800 800
Admittances
1,967
1,502 1,502
2,000 1,500 1,500
Ten Year Professional Degree Review Applications
PROFESSIONAL DEGREE ADMITTANCES BY ETHNICITY, 2007–2016
0
US White
6,135
6,000
200 0 0
US Underrepresented Minority
6,886 6,886
8,000
1,400 1,400
Total Professional Degree Applications, Admittances, or Matriculations
8,981
31 31 2008 2008
2009 2009
2010 2010
2008
2009
2010
281 281
2012 2012
2013 2013
2014 2014
2015 2015
267 267 115 281 115 35 267 35 115 2016 2016 35
2012
2013
2014
2015
2016
102 259 102
102 2011 31 2011 2011
21
Research Degree Admissions by Graduate Field, Fall 2016 APPLICATIONS
Graduate Field
2015
2016
100
82
Africana Studies
51
Animal Science
2015
2016
2016
-18%
16
15
-6%
6
6
0%
62
n/a
3
5
67%
1
4
300%
39
34
-13%
12
7
-42%
9
5
-44%
Anthropology
147
118
Applied Economics and Management
283
289
-20%
18
15
-17%
8
5
-38%
2%
41
53
29%
21
17
-19%
Applied Mathematics
135
174
29%
21
20
-5%
8
8
0%
Applied Physics
198
200
1%
46
55
20%
17
16
-6%
Archaeology
22
23
5%
16
16
0%
7
7
0%
Architecture
29
28
-3%
2
6
200%
2
4
100%
Asian Literature, Religion and Culture
44
50
14%
6
5
-17%
4
3
-25%
Asian Studies
66
76
15%
14
16
14%
8
6
-25%
105
113
8%
7
23
229%
1
4
300%
35
44
26%
3
2
-33%
2
1
-50%
Biochemistry, Molecular and Cell Biology
237
235
-1%
47
51
9%
18
16
-11%
Biological and Environmental Engineering
73
69
-5%
11
6
-45%
6
5
-17%
404
374
-7%
55
53
-4%
20
19
-5%
Astronomy and Space Sciences Atmospheric Science
Biomedical Engineering Biophysics
% change
MATRICULATIONS
2015
Aerospace Engineering
% change
% change
26
32
23%
8
13
63%
1
4
300%
Chemical Engineering
393
393
0%
71
102
44%
22
41
86%
Chemistry and Chemical Biology
273
269
-1%
84
79
-6%
42
26
-38%
96
76
-21%
31
25
-19%
12
10
-17%
258
302
17%
43
31
-28%
15
17
13%
74
49
-34%
7
9
29%
5
5
0%
126
102
-19%
12
11
-8%
9
8
-11%
Comparative Biomedical Sciences
72
47
-35%
14
12
-14%
12
7
-42%
Comparative Literature
71
88
24%
7
8
14%
3
3
0%
Computational Biology
118
70
-41%
34
6
-82%
14
4
-71%
1,086
1,113
2%
133
162
22%
56
71
27%
Design and Environmental Analysis
75
83
11%
26
22
-15%
13
16
23%
Development Sociology
58
66
14%
8
7
-13%
2
4
100%
Ecology and Evolutionary Biology
107
108
1%
10
16
60%
6
11
83%
Economics
571
578
1%
45
55
22%
13
16
23%
Electrical and Computer Engineering
428
439
3%
57
59
4%
26
24
-8%
English Language and Literature
261
221
-15%
24
29
21%
10
16
60%
Entomology
56
34
-39%
11
5
-55%
10
4
-60%
Environmental Toxicology
13
11
-15%
0
1
n/a
0
0
n/a
Fiber Science and Apparel Design
42
50
19%
8
18
125%
7
12
71%
214
206
-4%
26
31
19%
17
25
47%
Genetics, Genomics and Development
68
84
24%
23
30
30%
7
13
86%
Geological Sciences
51
63
24%
8
9
13%
5
5
0%
Germanic Studies
23
21
-9%
11
11
0%
3
4
33%
Government
315
331
5%
25
15
-40%
15
13
-13%
History
162
150
-7%
22
21
-5%
10
10
0%
City and Regional Planning Civil and Environmental Engineering Classics Communication
Computer Science
Food Science and Technology
22
ADMITTANCES
APPLICATIONS
Graduate Field
2015
2016
History of Art, Archaeology and Visual Studies
57
63
Horticulture
25
Hotel Administration
ADMITTANCES
2015
2016
2015
2016
11%
5
4
-20%
3
4
33%
31
24%
7
10
43%
5
9
80%
19
27
42%
4
6
50%
4
4
0%
Human Development
84
85
Immunology and Infectious Disease
93
99
1%
18
14
-22%
10
10
0%
6%
15
8
-47%
10
3
-70%
Industrial and Labor Relations
76
85
12%
12
13
8%
8
6
-25%
117
122
4%
14
19
36%
4
11
175%
Law
40
0
-100%
2
0
-100%
2
0
-100%
Linguistics
81
104
28%
8
14
75%
2
7
250%
Management
349
375
7%
22
20
-9%
11
7
-36%
Materials Science and Engineering
433
557
29%
66
82
24%
24
22
-8%
Mathematics
270
265
-2%
33
25
-24%
13
8
-38%
Mechanical Engineering
392
503
28%
49
98
100%
17
39
129%
Medieval Studies
23
15
-35%
3
4
33%
2
3
50%
Microbiology
80
69
-14%
18
12
-33%
8
6
-25%
Molecular and Integrative Physiology
26
21
-19%
3
3
0%
2
3
50%
Information Science
Music
% change
MATRICULATIONS
% change
% change
139
110
-21%
4
9
125%
4
6
50%
Natural Resources
49
47
-4%
14
12
-14%
11
11
0%
Near Eastern Studies
28
39
39%
4
3
-25%
2
2
0%
Neurobiology and Behavior
75
91
21%
6
11
83%
2
7
250%
Nutrition
78
117
50%
10
25
150%
7
14
100%
178
172
-3%
36
33
-8%
12
9
-25%
24
34
42%
2
3
50%
1
n/a
Philosophy
283
251
-11%
23
21
-9%
5
7
40%
Physics
558
539
-3%
77
103
34%
20
28
40%
Plant Biology
47
40
-15%
9
9
0%
5
2
-60%
Plant Breeding
41
62
51%
4
12
200%
3
6
100%
Plant Pathology and Plant-Microbe Biology
52
46
-12%
11
8
-27%
9
6
-33%
Policy Analysis and Management
85
82
-4%
12
11
-8%
7
5
-29%
Operations Research and Information Engineering Pharmacology
Psychology
199
178
-11%
9
12
33%
6
5
-17%
Regional Science
22
14
-36%
6
10
67%
4
7
75%
Romance Studies
62
72
16%
15
18
20%
8
6
-25%
Science and Technology Studies
40
39
-3%
4
4
0%
3
3
0%
169
143
-15%
21
19
-10%
6
7
17%
32
33
3%
6
5
-17%
5
4
-20%
192
203
6%
18
33
83%
8
9
13%
Theatre Arts
14
19
36%
3
2
-33%
3
2
-33%
Theoretical and Applied Mechanics
21
26
24%
3
6
100%
2
2
0%
Zoology and Wildlife Conservation
21
26
24%
0
0
n/a
0
0
n/a
11,579
11,761
2%
1,642
1,836
12%
730
786
8%
Sociology Soil and Crop Sciences Statistics
Total
23
Professional Degree Admissions by Graduate Field, Fall 2016 APPLICATIONS
Graduate Field
2015
2016
2016
-5%
18
27
50%
7
15
114%
3
50%
2
4
100%
1
3
200%
58
108
86%
35
49
40%
26
25
-4%
8
7
-13%
5
4
-20%
1
2
100%
739
822
11%
147
151
3%
49
51
4%
Art
93
99
6%
13
10
-23%
8
6
-25%
Biological and Environmental Engineering
17
15
-12%
17
10
-41%
13
6
-54%
Biomedical Engineering
105
119
13%
211
182
-14%
86
73
-15%
Chemical Engineering
136
117
-14%
153
67
-56%
77
26
-66%
City and Regional Planning
209
174
-17%
118
116
-2%
42
42
0%
Computer Science
953
1,108
16%
210
238
13%
130
133
2%
Electrical and Computer Engineering
852
810
-5%
350
325
-7%
144
65
-55%
English Language and Literature
810
792
-2%
13
13
0%
8
8
0%
1
1
0%
0
0
n/a
0
0
n/a
25
19
-24%
28
27
-4%
21
18
-14%
Geological Sciences
3
3
0%
2
4
100%
2
4
100%
Global Development
61
57
-7%
36
38
6%
20
15
-25%
4
6
50%
3
3
0%
2
3
50%
Hotel Administration
117
90
-23%
66
49
-26%
51
41
-20%
Industrial and Labor Relations
254
246
-3%
108
116
7%
90
96
7%
Information Science
223
410
84%
129
159
23%
56
89
59%
Landscape Architecture
116
140
21%
51
57
12%
25
29
16%
44
64
45%
28
50
79%
10
15
50%
301
226
-25%
107
94
-12%
62
46
-26%
3
0
-100%
0
0
n/a
0
0
n/a
12
4
-67%
0
0
n/a
0
0
n/a
890
1,120
26%
266
279
5%
87
116
33%
1
0
-100%
0
0
n/a
0
0
n/a
Policy Analysis and Management
101
93
-8%
57
63
11%
33
36
9%
Public Affairs
562
499
-11%
213
264
24%
86
114
33%
70
107
53%
32
47
47%
23
29
26%
846
1,007
19%
162
133
-18%
64
44
-31%
0
1
n/a
0
0
n/a
0
0
n/a
155
158
2%
104
123
18%
69
86
25%
1
4
300%
1
2
100%
0
1
n/a
8,487
8%
2,685
2,704
1%
1,293
1,237
-4%
Animal Science Applied Economics and Management Applied Physics Architecture
Fiber Science and Apparel Design Food Science and Technology
Horticulture
Materials Science and Engineering Mechanical Engineering Natural Resources Nutrition Operations Research and Information Engineering Plant Pathology and Plant-Microbe Biology
Real Estate Statistics Soil and Crop Sciences Systems Engineering Theoretical and Applied Mechanics Total
24
2016
61
58
2
7,833
% change
MATRICULATIONS
2015
Aerospace Engineering
2015
ADMITTANCES
% change
% change
enrollment Reflecting similar trends as seen in the admission statistics, overall enrollment over the past 10 years reflects a 16% increase, with significant growth in professional master’s degree programs (47% over the 10 year period).
The Council of Graduate Schools reported that in Fall 2016, international students comprised 30% of full-time enrollment at “doctoral universities with highest research activity”; at Cornell this cohort represents 48% of the population.
Since last year, overall enrollment in research and professional master’s degree programs experienced modest increase, whereas overall doctoral enrollment declined slightly (-3%). Fall 2016 first-time doctoral enrollment increased by 8% over 2015.
The Council of Graduate Schools reported that in Fall 2016, female first-time enrollees comprised 53% of full-time enrollment at the doctoral level; at Cornell this cohort represents 45% of the population.
The Council of Graduate Schools reported that in Fall 2016, 33% of all US citizens enrolled as first-time graduate students were students of color; at Cornell this figure is 35%.
Graduate Student Enrollment by Degree Type, Fall 2007–2016
3,500
3,222
3,500
3,134
3,240 3,000
3,113
3,197
3,164
3,000
2,500 2,500
1,943
2,000 2,000
1,675
1,500
1,500 1,130 1,000
1,498
1,000
426
500
500
188
212 0
1,322
1,768
260
247
392
0 2005
2007 2006
2008 2007
2009 2008
2010 2009
2010
2011
2011
2012
2012
2013
2013
Research Master’s
Professional Master’s
Doctoral
Research Master’s Trend
Professional Master’s Trend
Doctoral Trend
2014
2014
2015
2016
(Includes in absentia students)
25
Graduate Student Enrollment by Discipline, Fall 2007–2016 2,000
RESEARCH DEGREE ENROLLMENT BY DISCIPLINE, 2007–2016 1,525
1,500
1,381
1,324
1,000
888
819
753
500
446
0
821
744
426
2007
2008
2009
2010
777
416
2011
2012
2013
2014
2015
2016
PROFESSIONAL DEGREE ENROLLMENT BY DISCIPLINE, 2007–2016
2,000 2,000 2,000 2,000 1,0002,000
906
800 1,500 1,500 1,500 1,500 1,500 1,324
1,381
664
744
783
860
1,525
600 532
1,000 1,000 1,000 1,000 1,000 888
500 500 500 500 446
819
753
400
500
426
200
0 0
0
146 35
14
31
200720072008 2008 20142015 2015 2016 2007 2016 2007 20072007 20082008 20082009 200920092009 20092010 201020102010 20102011 20112011 2011 20112012 20122012 2012 20122013 20132013 2013 20132014 20142014 2014 20152015 2015 20162016 2016
Humanities
Life Sciences
Physical Sciences and Engineering
Social Sciences
Humanities Trend
Life Sciences Trend
Physical Sciences Trend
Social Sciences Trend
Over the past 10 years, research degree enrollment in the physical sciences and engineering has grown 15%, averaging 1.6% growth each year. Research degree enrollment in the social sciences, while fewer in headcount, has also increased over the same period, growing an average of .4% each year since 2007. Research degree enrollment in the humanities and life sciences has decreased 7% and 8% respectively over the past 10 years. 26
777
416
140
112
00 0
821
744
Over the past 10 years, professional degree enrollment in all discplines has shown growth, with an overall annual average growth rate of 4.5%. Enrollment in the physical and social sciences represent 91% of the graduate professional degrees pursued at Cornell University.
3,500
Graduate Student Enrollment by Ethnicity, Fall 2007–2016 3,000 2,500
1,515
1,374
1,374
RESEARCH DEGREE ENROLLMENT BY ETHNICITY, 2007–2016 2,000 4,000
124
168
308
1,500 3,500 1,000 3,000 500 2,500 0 2,000
1,374
1,374
180 120
201 129 72 168 2011
308 2007
1,372
1,356
1,349
2008
2009
2010
1,515 44 206 184 2012
2013
2014
2015
124 2016
1,500 1,000 500 0
180 120 2007
1,372
1,356
1,349
2008
2009
2010
44 206 184
201 129 72 2011
2012
2013
2014
2015
2016
PROFESSIONAL DEGREE ENROLLMENT BY ETHNICITY, 2007–2016 2,000
1,500
1,096
721 1,000 2,000 500 1,500 0 1,000
511 183
183 Unknown (US)
446
17 195
135 54 2007 511
61
529
388
International
500
66
2008
2009
2010
173 1,096 79
82 721 71 2011
2012
66
White (US)
Asian (US)
Multi-Ethnic Non-URM (US)
Native Hawaiian/ 529 Other Pacific Islander (US)
388
To be on the cutting 135 edge in our fields and practices, we are committed to enhancing our culture to provide for the full 54 0 participation of all members of our community.—Toward New 2008 2009 2010 Destinations 2007 Over the past decade, Cornell University Graduate School has embraced this vision, increasing research degree enrollment 39% and professional degree enrollment 43% for students in the US underrepresented minority cohort.
17 195 82 71 2011
2013
2014
Multi-Ethnic URM (US) Hispanic (any race) (US)
2015
2016
American Indian/ 61 Alaskan Native (US) Black or African American (US)
446
173 In 2016, students of color represented 15% of the research degree 79 population and 17% of graduate students seeking a professional degree. 2012
2013
2014
2015
2016
Note that ethnicity is not officially reported on international students; detailed ethnicity information is reported on US citizens and permanent residents only.
27
Graduate Student Enrollment by Field, Fall 2016 Graduate Field
Aerospace Engineering African and African-American Studies
Research Master’s
Professional Master’s
Non-Degree
21
0
12
1
Total
34
9
0
0
0
9
Animal Science
29
8
3
0
40
Anthropology
52
0
0
1
53
Applied Economics and Management
44
29
29
0
102
Applied Mathematics
37
0
0
0
37
Applied Physics
69
9
2
3
83
Archaeology
0
16
0
0
16
Architecture
11
6
116
0
Art
133
0
0
12
0
12
23
1
0
1
25
0
14
0
0
14
25
0
0
0
25
5
4
0
0
9
Biochemistry, Molecular and Cell Biology
96
0
0
0
96
Biological and Environmental Engineering
26
11
8
1
46
Biomedical Engineering
97
2
82
0
181
Biophysics
18
0
0
0
Chemical Engineering
91
31
51
0
173
Asian Literature, Religion and Culture Asian Studies Astronomy and Space Sciences Atmospheric Science
Chemistry and Chemical Biology
18
156
0
0
0
156
City and Regional Planning
19
13
78
0
110
Civil and Environmental Engineering
43
23
82
1
149
Classics
19
0
0
0
19
Communication
35
0
0
0
35
Comparative Biomedical Sciences
38
2
0
0
40
Comparative Literature
18
0
0
0
18
Computational Biology
21
0
0
10
31
125
65
139
2
331
9
21
0
0
30
19
12
0
0
31
Computer Science Design and Environmental Analysis Development Sociology Ecology and Evolutionary Biology
56
2
0
0
58
Economics
95
0
0
4
99
Education
2
0
0
0
139
0
144
0
283
Electrical and Computer Engineering
2
English Language and Literature
64
0
18
1
83
Entomology
21
3
0
0
24
1
0
0
0
1
20
6
0
0
26
Environmental Toxicology Fiber Science and Apparel Design Food Science and Technology
48
16
22
1
87
Genetics, Genomics and Development
48
0
0
0
48
Geological Sciences
28
2
4
0
34
Germanic Studies
17
0
0
1
18
0
0
15
0
15
Government
71
0
0
1
72
History
58
0
0
0
58
Global Development
28
Doctoral
Graduate Field
Doctoral
Research Master’s
Professional Master’s
Non-Degree
Total
History of Art, Archaeology and Visual Studies
24
0
0
0
24
Horticulture
26
8
5
0
39
Hotel Administration
5
5
41
0
51
Human Development
30
8
0
0
38
Immunology and Infectious Disease
15
0
0
0
15
Industrial and Labor Relations
16
14
156
1
187
Information Science
45
0
125
1
171
Landscape Architecture
0
0
58
0
58
Law
9
0
0
0
9
Linguistics
31
1
0
1
33
Management
40
0
0
6
46
Materials Science and Engineering
62
25
16
0
Mathematics
65
0
0
0
Mechanical Engineering
103 65
104
16
54
1
175
Medieval Studies
14
0
0
0
14
Microbiology
30
0
0
0
30
6
0
0
0
Molecular and Integrative Physiology
6
Music
35
0
0
0
35
Natural Resources
36
20
1
0
57
Near Eastern Studies
10
0
0
0
10
Neurobiology and Behavior
34
0
0
0
34
Nutrition
56
3
0
10
Operations Research and Information Engineering
47
0
169
1
9
0
0
0
Pharmacology Philosophy
69 217
9
37
0
0
3
159
0
0
0
Plant Biology
28
0
0
0
Plant Breeding
42
5
0
0
47
Plant Pathology and Plant-Microbe Biology
25
10
0
0
35
Policy Analysis and Management
16
0
55
1
72
Psychology
37
0
0
0
37
Public Affairs
0
0
197
0
197
Real Estate
0
0
48
0
48
Regional Science
11
6
0
0
17
Romance Studies
46
0
0
1
47
Science and Technology Studies
20
0
0
0
20
Sociology
45
0
0
0
45
Soil and Crop Sciences
14
8
0
0
22
Statistics
34
1
58
0
0
0
142
0
142
Theatre Arts
13
0
0
1
14
Theoretical and Applied Mechanics
12
0
1
2
15
Zoology and Wildlife Conservation
2
0
0
0
2
3,113
426
1,943
57
5,539
Physics
Systems Engineering
Grand Total
40 159 28
93
29
degrees awarded Graduate Student Degrees Awarded within Discipline, by Degree Type, Award Years 2008–2017
HUMANITIES DEGREES AWARDED BY DEGREE TYPE, 2008–2017 200
186
175
156 150
100 200
186 69 156
50 150
0 100
60
2009
50
Humanities
2010
2009
2012
2013
67
2014
2015
2012–2017 60 change
2016–2017 change
-22%
-30%
-18%
-9%
7%
17%
27
2008 Professional Master’s 205
2011
2008–2017 change
0 Research Master’s 2010
141%
2011
200
150 LIFE
47
27 2008 69
Doctoral
175 65
67
2012
203
8% 2013
2014
2015 7%
2016
2017
65
47 Humanities
Life
Doctoral
Doc
Research Master’s 213 2016 2017 Professional Master’s
Res
Prof
146
SCIENCES DEGREES AWARDED BY DEGREE TYPE, 2008–2017 136 205
131 213
203
200 100
150 50
100
146 50
136 40
55 131
9
27
27
0 2008 50
50
2009
2010
2011
2012
2013
2014
2015
2016
9 2008
Life Sciences
1,000
Doctoral
847
Research Master’s 800
Professional Master’s 1,200 600
30
1,000 400 800
472
27 2009
2010
2011
27
2012
2013
2014
2015
2008–2017 change
2012–2017 1,011 change
-10%
-4%
10%
38%
Research Master’s31%
200%
0%
Professional Master’s 17%
606
2016–2017 change
Humanities Doctoral
12%
2016
1,246
2017
Life Sciences
Ph
Doctoral
Do
Research Master’s
Re
Professional Master’s
Pro
1,246 719
1,011
847 191
55
40
0 1,200
2017
318 222
719
150
136 9
131 27
27
0 100
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
Graduate Student Degrees Awarded within Discipline, by Degree Type, Award Years 2008–2017 50
55
50
40
PHYSICAL SCIENCES AND ENGINEERING DEGREES AWARDED BY DEGREE TYPE, 2008–2017 9 2008
1,246 27
27
1,200 0 2009
2010
2011
1,000
2012
2013
1,011
2014
2015
2016
2017
847 800
719 606
600 1,200 400 1,000
1,011
200
191 847
800
184
606 2008
472
2009
2010
191
Professional Master’s 700 2009
2010
14%
2011
2013
2014
2015
2012–2017 2016–2017 change change Life Sciences 222
14%Doctoral
183 702
52% Professional Master’s
0
500
2012
66% Research Master’s
184
2008
Humanities Doctoral
800 Research Master’s
600
2011
2008–2017 change
400 200
209 719
183
Physical Sciences & Engineering
Doctoral
318
222
0 600
1,246
472
2016
2017
318
-9%
Physical Sciences & Engineering
Social Science
Doctoral
Doctoral
799
43%Research Master’s -3%
Research Master’s209
Research Mas
19%Professional Master’s 0%
Professional Master’s
Professional M
2012
2013
2014
2015
2016
2017
519
512 443
SOCIAL SCIENCES DEGREES AWARDED BY DEGREE TYPE, 2008–2017 400
800 300 700 200 600 100 500 0 400 300 200
799
305 702
123
519 88 2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
305 173
136
126
123
88 2008
2009
Social Sciences
Doctoral
512 114
443
100 0
173
136
126
Humanities Doctoral
2010
2011
2008–2017 change
30%
2012
2013
2012–2017 change Life Sciences Doctoral
Research Master’s
37%
Professional Master’s Professional Master’s
68% Professional Master’s
Research Master’s
114
Research Master’s
-7% 27% 16%
2014
2015
2016
2017
2016–2017 change Physical Sciences & Engineering
Social Sciences
Doctoral
Doctoral
23% 18%
Research Master’s
Research Master’s
Professional Master’s
Professional Master’s
8%
31
Graduate Student Degrees Awarded by Gender, Citizenship and Degree Type, 2008–2017 GRADUATE STUDENTS WITH US CITIZEN AND PERMANENT RESIDENT STATUS
403
450
225
1,224 degrees 2011
2012
2008 128
2009
2010
2011
2013
181
159
2014
2015
137
2012
2013
2014
2015
2017
2016
157
2016
177
144
151
2017
GRADUATE STUDENTS WITH INTERNATIONAL STATUS 121
154
50400
156
385
350
375
142
400110
100
2010
375
150
2009
162
385
2008 0
144
1,183 250 degrees
0
200
144 180
138
310
308
1,043 degrees
250 50
158 138
324
100
300 50
158
159
187 187
118 159
132 132
350
118
132 143 184 132 143
150
400100
117 145 145
150
450
117
500200
184
250 200
180 230
225
300 250
230
322
350 300
333
322
400 350
333
403
450 400
0
2006
2007
2008
2009
298
2005
350
2011
2012
2013
2014
298
300
2010
300
300
173
129
69
86
82
50 0
684
54
2008 degrees
2009
2010
2011
2008
2005 Doctoral Female
32
2009
2006 Doctoral Male
2010
2007
2011
2008 Research Master's Female
155
115
89
878
2012 63degrees
79
2013
2014
2015
2016
1,250 2017 97 degrees
2014
2015
2016
2017
2011
2012
0
0
257
137
82
76
137
72
114
82 123 123 112 112
118 118 76 104 104
102
59 102
50
131
129
132 151
100
100 50
132
100
222
59
150
150
84
200
150
84
250
178
200
298
173
178
200
210
250
72
350
210
250
2012
2009
2013
2010
Research Master's Male
Professional Master's Female
2013
2014
Professional Master's Male
156
52 Black/African
International 27 by Ethnicity, Award Years 2008–2017 Graduate Student Degrees American Awarded 684
2008
International 684 Unknown 86 International
Asian 156
Hispanic 52
White 721 Black/African American 27 Asian Hispanic 156 52 White 721
684
Unknown 86
White 721
American Indian/ Alaskan Native 1 Native Hawaiian/ Pacific Islander 0
Multi-Ethnic URM 0
Unknown 86
Multi-Ethnic Non-URM 4
Black/African American 54
Asian 195
2012
International 878
International 878 Unknown 94 International 878
Unknown 94
Hispanic 86 Multi-Ethnic Non-URM 20
Black/African American 54
Asian Hispanic 86 195 Multi-Ethnic White Non-URM 20 754 Black/African American 54 Asian Hispanic 86 195 Multi-Ethnic Non-URM 20 White 754
International 1,250
International 1,250
Of the 2,433 total degrees awarded in 2016–2017, 54% were professional master’s degrees, 25% were research master’s degrees, and 21% were doctoral degrees. Doctoral degrees awarded increased 5% over the past 10 years, and the number of professional degrees presented to graduate students grew 63% over that same time period. In award year 2017, degrees granted in the physical sciences represented 51% of the total Graduate School degrees awarded; the social sciences accounted for 33%; and the humanities and life sciences awarded the remainder with 7% and 9% respectively. Women earned 45% of total degrees granted in award year 2017; 53% of these women were international. Of the 579 women representing nonUS countries, 66% earned a professional master’s degree. Of the total 1,091 women awarded Cornell Graduate School degrees in award year 2017, 43% earned the degree in the social sciences, and 37% in the physical sciences and engineering. The percentage of underrepresented minority students earning degrees over the past 10 years has increased 83%; for all students of color, that percentage increase was 49%. Students of color comprised 15% of those earning graduate degrees in award year 2017.
Multi-Ethnic URM 14
Black/African American 49
Asian 204
International 1,250
Native Hawaiian/ Pacific Islander 0
White 754
Unknown 94
2017
American Indian/ Alaskan Native 7
In 2008, Cornell granted 684 degrees to international students. By 2017, that number increased 83% to 1,250, and represented 81 countries from Argentina to Zimbabwe.
Hispanic 72
Black/African American 49
Asian Hispanic 72 204 White 708 Black/African American 49 American Indian/ Alaskan Native 2 Asian Hispanic 72 Native Hawaiian/ 204 Pacific Islander 1 White Multi-Ethnic URM 26 708
Unknown 96
White 708 Unknown
Multi-Ethnic Non-URM 25 33
Graduate Student Degrees Awarded by Graduate Field, Award Year 2017 Graduate Field
Doctoral
Research Master’s
Professional Master’s
Total
Aerospace Engineering
2
3
12
17
Africana Studies
0
1
0
1
Animal Science
6
5
2
13
Anthropology
4
6
0
10
Applied Economics and Management
8
24
31
63
Applied Mathematics
6
7
0
13
Applied Physics
3
22
3
28
Archaeology
0
9
0
9
Architecture
0
2
46
48
Art
0
0
6
6
Asian Literature, Religion and Culture
3
1
0
4
Asian Studies
0
5
0
5
Astronomy and Space Sciences
4
7
0
11
Atmospheric Science
4
3
0
7
16
6
0
22
6
11
10
27
16
19
66
101
1
0
0
1
Chemical Engineering
18
50
47
115
Chemistry and Chemical Biology
19
27
0
46
City and Regional Planning
6
8
27
41
Civil and Environmental Engineering
9
25
74
108
Classics
0
2
0
2
Communication
5
5
0
10
Comparative Biomedical Sciences
7
0
0
7
Comparative Literature
2
2
0
4
Computational Biology
7
0
0
7
24
26
149
199
Design and Environmental Analysis
1
9
0
10
Development Sociology
4
3
0
7
Ecology and Evolutionary Biology
9
1
0
10
Economics
21
16
0
37
Electrical and Computer Engineering
24
25
119
168
English Language and Literature
6
10
8
24
Entomology
2
2
0
4
Fiber Science and Apparel Design
5
4
0
9
Food Science and Technology
8
8
19
35
Genetics, Genomics and Development
9
2
0
11
Geological Sciences
6
2
4
12
Germanic Studies
3
2
0
5
Global Development
0
0
17
17
Government
15
5
0
20
History
10
11
0
21
Biochemistry, Molecular & Cell Biology Biological and Environmental Engineering Biomedical Engineering Biophysics
Computer Science
34
Graduate Student Degrees Awarded by Graduate Field, Award Year 2017, continued Graduate Field
Doctoral
Research Master’s
Professional Master’s
Total
History of Art, Archaeology and Visual Studies
1
4
0
5
Horticulture
4
3
3
10
Hotel Administration
1
0
35
36
Human Development
6
6
0
12
Immunology and Infectious Disease
2
0
0
2
10
10
95
115
Information Science
2
34
97
133
Landscape Architecture
0
0
20
20
Law
7
0
0
7
Linguistics
1
5
0
6
Management
6
5
0
11
Materials Science and Engineering
8
25
11
44
Industrial and Labor Relations
Mathematics
8
7
0
15
16
22
52
90
Medieval Studies
2
1
0
3
Microbiology
3
2
0
5
Molecular and Integrative Physiology
3
0
0
3
Music
3
6
5
14
Natural Resources
9
6
1
16
Near Eastern Studies
0
2
0
2
Neurobiology and Behavior
3
1
0
4
18
0
0
18
Operations Research and Information Engineering
5
11
98
114
Pharmacology
3
0
0
3
Philosophy
7
6
0
13
23
22
0
45
Plant Biology
4
0
0
4
Plant Breeding
7
1
1
9
Plant Pathology and Plant-Microbe Biology
5
2
0
7
Policy Analysis and Management
0
3
27
30
Psychology
2
8
0
10
Public Affairs
0
0
85
85
Real Estate
0
0
26
26
Regional Science
1
3
0
4
Romance Studies
8
7
0
15
Science and Technology Studies
2
5
0
7
10
11
0
21
Soil and Crop Sciences
3
8
1
12
Statistics
6
5
52
63
Systems Engineering
0
0
74
74
Theatre Arts
0
2
0
2
Theoretical and Applied Mechanics
3
0
0
3
501
609
1,323
2,433
Mechanical Engineering
Nutrition
Physics
Sociology
Total
35
financial support Other Funding 3%
DOCTORAL DEGREES Total = 2,889
CU Fellow 7%
CU Fellow 22% GRA/RA 30%
External Fellow 9% GA/TA 36%
CU Fellow 7%
RESEARCH MASTER’S DEGREES Total = 417
Other Funding 59%
External Fellow 9%
GA/TA 17% GRA/RA 14%
PROFESSIONAL MASTER’S DEGREES Total = 1,942
rnal ow %
CU Fellow 2%
Other Funding 94%
36
External Fellow 4%
GA/TA 4%
External Fellow 4%
Graduate students are supported through assistantships, fellowships and funding from other sources, including funds paid directly to the student. A fellowship is an arrangement in which GA/TA financial support is given to a graduate student 17% to Other puruse his or her degree without any obligation on Funding the part of the student to engage in teaching and/or 59% research in furtherance of the university academic GRA/RA mission. Fellowships are generally merit-based14% awards intended to support a student in a full-time course of study. Assistantships are an arrangement in which financial support is given to a graduate student who engages in teaching and/or research in furtherance of the university academic mission, as well as his or her graduate education. At Cornell, assistantships include teaching assistantships (TA), GA/TA graduate assistantships (GA), graduate research 4% CU Fellow assistantships (GRA), and2% research assistantships (RA). The financial support charts do not contain information on the 234 graduate students enrolled in absentia for Fall 2016.
Other Funding 94%
Graduate Student Financial Support by Discipline and Degree Type, Fall 2016 Discipline
Doctoral
Research Master’s
Professional Master’s
Total
Humanities CU Fellow
151
42%
0
0%
1
1%
152
1
0%
0
0%
0
0%
1
197
55%
6
86%
22
15%
225
GRA/RA
1
0%
1
14%
0
0%
2
Other Funding
7
2%
0
0%
123
84%
130
357
100%
7
100%
146
100%
510
CU Fellow
119
17%
13
15%
2
6%
134
External Fellow
109
15%
5
6%
0
0%
114
GA/TA
200
28%
21
25%
1
3%
222
GRA/RA
244
35%
28
33%
0
0%
272
32
5%
18
21%
28
90%
78
704
100%
85
100%
31
100%
820
External Fellow GA/TA
Total
Life Sciences
Other Funding Total
Physical Sciences and Engineering CU Fellow
211
17%
5
3%
3
0%
219
External Fellow
123
10%
4
2%
3
0%
130
GA/TA
376
30%
25
13%
0
0%
401
GRA/RA
515
41%
12
6%
0
0%
527
32
3%
147
76%
900
100%
1,079
1,257
100%
193
100%
906
100%
2,356
145
25%
6
5%
22
3%
173
9
2%
6
5%
4
0%
19
GA/TA
275
48%
21
16%
60
7%
356
GRA/RA
117
20%
17
13%
5
1%
139
25
4%
82
62%
768
89%
875
571
100%
132
100%
859
100%
1,562
Other Funding Total
Social Sciences CU Fellow External Fellow
Other Funding Total
Grand Total
2,889
417
1,942
5,248
(Does not include in absentia students)
37
Median Time to Degree—Doctoral Program by Field Discipline
1990–1994 Fall Admit Cohort
1995–1999 Fall Admit Cohort
2000–2004 Fall Admit Cohort
2005–2009 Fall Admit Cohort
Humanities
6.7
6.8
7.0
6.8
Life Sciences
5.4
5.4
5.7
5.6
Physical Sciences
5.4
5.4
5.4
5.7
Social Sciences
5.4
5.8
6.0
6.0
Architecture
7.8
6.9
7.9
7.8
Asian Literature, Religion and Culture
8.0
8.4
7.8
8.0
Classics
5.4
6.4
7.0
6.8
Humanities
Comparative Literature
7.0
8.1
7.8
7.0
English Language and Literature
6.0
6.4
6.6
6.4
Germanic Studies
8.0
7.7
7.4
7.4
History
7.8
7.4
7.9
7.0
History of Art, Archaeology and Visual Studies
7.4
7.0
6.7
7.2
Medieval Studies
6.0
6.0
6.4
6.0
Music
7.4
7.7
7.0
6.4
Near Eastern Studies
7.2
4.9
7.0
6.2
Philosophy
6.4
6.8
6.8
6.4
Romance Studies
5.8
5.0
5.4
6.8
Science and Technology Studies
6.8
6.9
6.0
7.4
Theatre Arts
6.6
8.3
6.7
5.5
Animal Science
5.4
5.0
5.0
5.0
Biochemistry, Molecular & Cell Biology
6.0
6.0
6.0
6.0
Biophysics
7.1
6.4
5.9
5.4
Life Sciences
38
Comparative Biomedical Sciences
4.7
4.6
5.4
5.0
Computational Biology
n/a
n/a
6.5
5.0
Ecology and Evolutionary Biology
6.4
6.4
6.6
6.2
Entomology
5.6
5.4
5.7
6.0
Environmental Toxicology
5.0
5.0
5.5
5.4
Food Science and Technology
4.6
5.0
5.0
5.0
Genetics, Genomics and Development
6.0
6.4
6.0
6.0
Horticulture
4.0
5.0
4.7
4.0
Immunology and Infectious Disease
5.0
4.6
5.4
5.9
Microbiology
5.4
5.4
5.7
5.4
Molecular and Integrative Physiology
5.0
5.4
6.0
5.4
Natural Resources
7.0
6.0
6.0
7.2
Neurobiology and Behavior
7.0
6.4
6.1
6.0
Nutrition
5.5
5.4
6.0
5.0
Pharmacology
6.3
5.8
6.0
6.0
Plant Biology
6.4
6.0
6.0
5.9
Plant Breeding
4.7
5.0
5.0
5.3
Plant Pathology and Plant-Microbe Biology
5.4
5.4
6.0
6.0
Psychology
5.4
5.2
5.0
6.0
Soil and Crop Sciences
4.7
5.4
5.7
4.5
Zoology and Wildlife Conservation
7.5
5.4
5.0
6.1
1990–1994 Fall Admit Cohort
1995–1999 Fall Admit Cohort
2000–2004 Fall Admit Cohort
Aerospace Engineering
5.4
4.7
5.7
5.7
Applied Mathematics
5.0
5.4
6.0
5.4
Discipline
2005–2009 Fall Admit Cohort
Physical Sciences and Engineering
Applied Physics
6.0
5.9
6.0
6.4
Astronomy and Space Sciences
5.5
6.2
6.2
6.0
Atmospheric Science
n/a
7.8
5.9
5.2
Biological and Environmental Engineering
5.0
5.4
6.1
6.0
Biomedical Engineering
n/a
8.9
5.1
5.4
Chemical Engineering
5.4
5.0
5.4
5.4
Chemistry and Chemical Biology
5.3
5.3
5.2
5.2
Civil and Environmental Engineering
4.7
5.4
5.0
5.7
Computer Science
5.7
5.4
6.0
6.0
Electrical and Computer Engineering
5.7
4.7
5.0
5.7
Fiber Science and Apparel Design
5.3
4.1
5.2
5.0
Geological Sciences
5.6
5.8
5.4
5.6
Materials Science and Engineering
5.4
5.4
5.4
5.4
Mathematics
5.7
6.0
6.0
6.0
Mechanical Engineering
4.9
5.0
5.0
5.2
Operations Research and Information Engineering
5.0
5.0
5.2
5.0
Physics
6.0
6.0
6.2
6.2
Theoretical and Applied Mechanics
4.4
4.9
5.2
5.4
Anthropology
7.8
7.8
7.0
7.4
Applied Economics and Management
5.7
6.0
5.3
5.2
City and Regional Planning
5.0
5.4
5.4
5.7
Communication
5.1
6.0
5.0
5.0
Design and Environmental Analysis
n/a
n/a
n/a
n/a
Development Sociology
6.8
7.0
8.4
8.6
Economics
5.0
5.0
5.7
5.8
Education
4.0
4.4
5.0
5.2
Government
6.7
7.0
7.0
6.4
Hotel Administration
4.4
4.4
6.6
5.8
Human Development
5.7
6.0
5.4
6.4
Social Sciences
Industrial and Labor Relations
5.0
5.6
6.0
6.0
Information Science
n/a
n/a
3.9
5.0
Law
4.3
3.8
4.6
4.9
Linguistics
6.0
7.0
7.0
6.4
Management
5.0
5.0
5.3
5.4
Policy Analysis and Management
5.9
7.0
5.4
5.0
Regional Science
5.0
6.3
7.0
5.9
Sociology
5.6
6.0
7.0
8.1
Statistics
5.0
5.7
5.6
6.0
39
Average Completion Rate—Doctoral Program by Field 1990–1994
1995–1999
2000–2004
2005–2009
Discipline
Fall Admit Cohort
Fall Admit Cohort
Fall Admit Cohort
Fall Admit Cohort
Humanities
76%
74%
74%
78%
Life Sciences
81%
83%
86%
79%
Physical Sciences
81%
80%
83%
78%
Social Sciences
75%
76%
80%
76%
Architecture
71%
60%
75%
30%
Asian Literature, Religion and Culture
73%
63%
68%
81%
Classics
54%
53%
70%
61%
Comparative Literature
76%
88%
93%
94%
English Language and Literature
78%
82%
80%
77%
Germanic Studies
73%
82%
79%
68%
History
66%
70%
64%
70%
History of Art, Archaeology, and Visual Studies
79%
77%
82%
77%
Medieval Studies
80%
61%
67%
84%
Music
91%
82%
86%
81%
Near Eastern Studies
60%
80%
33%
100%
Philosophy
75%
54%
66%
81%
Romance Studies
87%
78%
73%
89%
Science and Technology Studies
76%
81%
81%
69%
Theatre Arts
83%
56%
53%
79%
Animal Science
86%
84%
90%
68%
Biochemistry, Molecular & Cell Biology
88%
90%
82%
81%
Biometry
38%
57%
87%
80%
Biophysics
83%
67%
70%
100%
Comparative Biomedical Sciences
75%
83%
81%
78%
Humanities
Life Sciences
Computational Biology
40
n/a
n/a
100%
36%
Ecology and Evolutionary Biology
86%
83%
87%
87%
Entomology
91%
90%
81%
80%
Environmental Toxicology
92%
75%
82%
79%
Food Science and Technology
78%
88%
96%
86%
Genetics, Genomics and Development
81%
70%
93%
78%
Horticulture
64%
93%
90%
89%
Immunology and Infectious Disease
89%
87%
82%
93%
Microbiology
84%
85%
87%
91%
Molecular and Integrative Physiology
75%
90%
89%
100%
Natural Resources
66%
78%
86%
68%
Neurobiology and Behavior
81%
84%
93%
84%
Nutrition
76%
82%
79%
79%
Pharmacology
82%
85%
93%
83%
Plant Biology
80%
78%
78%
79%
Plant Breeding
89%
93%
87%
83%
Plant Pathology and Plant-Microbe Biology
89%
80%
87%
77%
Psychology
76%
67%
74%
88%
Soil and Crop Sciences
85%
93%
93%
65%
Zoology and Wildlife Conservation
88%
80%
100%
80%
1990–1994
1995–1999
2000–2004
2005–2009
Fall Admit Cohort
Fall Admit Cohort
Fall Admit Cohort
Fall Admit Cohort
Aerospace Engineering
73%
80%
84%
78%
Applied Mathematics
86%
88%
87%
85%
Applied Physics
78%
78%
85%
92%
Astronomy and Space Sciences
80%
93%
96%
86%
n/a
71%
50%
78%
Discipline
Physical Sciences and Engineering
Atmospheric Science Biological and Environmental Engineering
78%
78%
87%
79%
100%
60%
88%
77%
Chemical Engineering
80%
79%
87%
78%
Chemistry and Chemical Biology
86%
82%
80%
70%
Civil and Environmental Engineering
73%
74%
66%
69%
Computer Science
72%
81%
79%
76%
Electrical and Computer Engineering
84%
82%
84%
75%
Fiber Science and Apparel Design
57%
57%
78%
74%
Geological Sciences
81%
67%
81%
59%
Materials Science and Engineering
79%
75%
83%
73%
Mathematics
72%
77%
89%
88%
Mechanical Engineering
84%
78%
84%
76%
Operations Research and Information Engineering
88%
78%
83%
81%
Physics
85%
82%
83%
86%
Theoretical and Applied Mechanics
81%
88%
94%
88%
Anthropology
76%
78%
82%
64%
Applied Economics and Management
76%
60%
78%
76%
City and Regional Planning
75%
81%
74%
88%
Communication
63%
68%
73%
82%
Biomedical Engineering
Social Sciences
n/a
n/a
n/a
0%
Development Sociology
Design and Environmental Analysis
64%
73%
70%
62%
Economics
78%
85%
87%
78%
Education
76%
73%
70%
64%
Government
74%
75%
77%
76%
Hotel Administration
75%
85%
100%
90%
Human Development
77%
67%
75%
85%
Industrial and Labor Relations
73%
68%
85%
75%
n/a
100%
100%
63%
Law
43%
100%
88%
94%
Linguistics
79%
75%
72%
65%
Management
89%
82%
86%
79%
Policy Analysis and Management
80%
86%
85%
82%
Regional Science
77%
82%
88%
76%
Sociology
67%
67%
77%
89%
Statistics
67%
80%
88%
84%
Information Science
41