Graduate School Annual Report

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Dear Friends and Colleagues, Research institutions like Cornell drive the innovations that have fueled medical and technological advances, improved our standard of living and quality of life, and enriched the global economy. A recent report from the National Research Council highlights the importance of research institutions and recommends improving the capacity of graduate programs to attract talented students aligned with career opportunities and national interests, and to encourage and support the active participation of international students, women, and underrepresented minorities in our research enterprise. This past year, we laid the groundwork for new initiatives to support these recommendations.

During 2011–2012, Cornell’s system of graduate education continued to be healthy and highly competitive with our graduate programs attracting over 18,000 applications, an all-time

contents 3 Mission and Vision 4 Graduate School Leadership 5 The Power of Cornell Graduate Students: Graduates Mentoring Undergraduates 8 Assessment and Learning 10 Student Experience

high topping the prior year landmark of ?. Admissions became more competitive and yield rates improved. Applications from underrepresented minorities reflected a growth rate of 63% over the past five years; although, they still represent only y% of our first year students.

In this report, we highlight the achievements and effectiveness of the Graduate School as we undertook initiatives to promote best practices in assessment and learning; to enhance the student experience; to improve field, faculty, and student support; and, to ensure visibility for our people and programs. I look

12 Inclusion

forward to working with Cornell’s graduate and professional

14 Financial Support

community in the coming year in support of graduate fields, students, and faculty; to increase our reach and impact; and to

16 Field, Faculty, and Staff Support

enhance our data and services capacity.

18 Visibility

Dr. Barbara A. Knuth

21 Statistics and Tables

Vice Provost and Dean of the Graduate School

Our vision

The Graduate School provides critical strategic

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

Our mission

The mission of the Graduate School

is to enhance the intellectual life of the university by enabling graduate and professional students to undertake scholarly study and advanced research and to prepare for professional work.

The Graduate School focuses on the following strategic areas to fulfill our mission.

Assessment and Learning: To promote excellence in learning, the Graduate School coordinates the University’s graduate assessment initiatives, and pursues partnership and external funding opportunities to develop innovative structures in support of 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, 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 18 degrees and about 100 graduate fields, we strive for seamless, efficient, and aligned services that enable fields to devote more of their efforts and resources to research, scholarship, and instruction.

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

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Graduate School leadership

Phone

Address

Email

???

Dean Barbara Knuth

5-7374

350 Caldwell Hall

Associate Dean Sarah Wicker

5-5810

350 Caldwell Hall

Associate Dean Sheri Notaro

5-5417

382 Caldwell Hall

Christoffer Heckman, Grad Student

crh94

(2012)

Morgann Ross, Grad Student

mcr225

(2013)

General Committee of the Graduate School 2011–2012

Members-at-Large Professor Harry Greene, Ecology and Evolutionary Biology on sabbatic, replaced by Pat Johnson (paj1) until Spring 2012

4-4265

E251 Corson

hwg5

(2013)

Professor Sandra Greene, History

5-4124

303 Mcgraw

seg6

(2013)

Professor Cole Gilbert, Entomology

5-8152

6136 Comstock Hall

cg23

(2015)

Professor Steve Strogatz, Theoretical and Applied Mechanics

5-5999

223 Kimball Hall

shs7

(2015)

Professor Shawkat Toorawa, Near Eastern Studies

5-1330

408 White

smt24

(2013)

Professor Debra Castillo, Romance Studies

5-7227

403 Morrill Hall

dac9

(2015)

Professor Bruce Lewenstein, Communication

5-8310

321 Kennedy

bvl1

(2013)

Professor Poppy McLeod, Communication

4-8896

325 Kennedy Hall

plm29

(2015)

Professor Thomas Fox, Genetics and Development

4-4835

335 Biotech

tdf1

(2013)

Professor Joseph Fetcho, Neurobiology and Behavior

4-4341

W103 Seeley Mudd

jrf49

(2015)

Professor Beth Ahner, Biological & Environmental Engineering

5-3199

202 Riley-Robb Hall

baa7

(2013)

Professor Margaret Frey, Fiber Science and Apparel Design

5-1937

299 MVR

mfw24

(2015)

Humanities

Social Sciences

Life Sciences

Physical Sciences

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The Power of Cornell Graduate Students: Graduates Mentoring Undergraduates

As an undergraduate, I benefited tremendously from the mentoring and friendship of an advanced Ph.D. student who took me under her wing and enlisted me as her field assistant in her study of agro-ecosystem ecology. Later, as a graduate student and the only woman working on a Ph.D. in fisheries science in the entire southeastern United States (it was a long time ago!), I recalled my Ph.D. student-mentor’s model of intellectual investment, commitment, good humor and career drive, and I knew that I, too, could attain my aspiration of earning a Ph.D. — Barbara A. Knuth, Vice Provost and Dean of the Graduate School

Graduate students make a difference in the lives of Cornell undergraduates. They enrich the undergraduate experience through their countless interactions in classrooms, teaching and research labs, and the residential communities.

This year the Graduate School developed two new opportunities to foster connections between graduate students and undergraduates, a mentoring program to connect underrepresented graduate students with undergraduates and a fellowship to formalize the mentoring relationship between undergraduates, graduate students and faculty.

Undergraduates, graduate students and faculty

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The Graduate Students Mentoring Undergraduates program (GSMU) provides graduate students with a professional development opportunity as mentors and role models while also providing undergraduates with first-hand perspectives on what it is like to go to graduate school.

According to Ricardo Gonzalez, program adviser and coordinator of the Pre-Professional Programs: Collegiate Science and Technology Entry Program (CSTEP) and Cornell Professional Opportunities

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POISED FOR GREATNESS Bouchet Honor Society Inductees When it comes to excellence, nine Cornell scholars stand out. The nine, who were inducted into the Edward A. Bouchet Graduate Honor Society in a ceremony at Yale University, were recognized for outstanding scholarship coupled with a sincere commitment to community service and outreach.

Two fellows were recognized with additional awards: Fenaba Addo (Ph.D. candidate), 2012 Bouchet Best Social Science Research Presentation, and Tiffany Campolongo (postdoc), 2012 Bouchet Best Physical Science Research Presentation.

GSMU meeting

Program (CPOP), the GSMU program was developed in response to a need, voiced by underrepresented undergraduate students, for more opportunities for mentoring and networking.

Graduate student participants, who were chosen based on their academic success, community service, and mentoring experience, hope to “demystify the grad experience” for undergraduates and encourage their mentees to become visible to and establish networks with their faculty, department chairs and teaching assistants. Undergraduates appreciated the opportunity to make direct connections with graduate students and learn about graduate education and the process of applying to graduate school.

To recognize and foster this critically important partnership between graduate and undergraduate researchers, the Graduate School has developed the Cornell Research Mentor Fellowship. This fellowship will allow graduate students, under the guidance of faculty, to develop effective mentoring skills. In turn, undergraduate students will learn about graduate study and research from successful graduate students. Each will bring a different perspective to the research group, with the potential for generating new ideas and creative perspectives to advance research developments.

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The Bouchet Society recognizes outstanding scholarly achievement and promotes diversity and excellence in doctoral education and the professoriate. Its network of pre-eminent scholars exemplifies academic and personal excellence, character, service and advocacy for students who have been traditionally underrepresented in the academy.

2012 Cornell Graduate School Bouchet Fellows: Fenaba Addo, PhD student in policy analysis & management Jacqueline Benson, PhD student in plant breeding Chris Blackwood, PhD student in pharmacology Tiffany Campolongo, postdoctoral associate in biological & environmental engineering Deeqa Mahamed, PhD student in immunology Patrice Ohouo, PhD student in biochemistry, molecular and cell biology

Deeqa Mahamed

David Rodriguez, postdoctoral associate in ecology and evolutionary biology

H. Hans Salamanca, postdoctoral associate in molecular biology

Joel Baumgart, postdoctoral fellow and neuroscientist working in the departments of anesthesiology and pharmacology at Weill Cornell Medical College

six priorities for 2011–2012

priority one

assessment and learning

mission To promote excellence in learning, the Graduate School coordinates the University’s graduate assessment initiatives, and pursues partnership and external funding opportunities to develop innovative structures in support of scholarly and professional development. goal Implement assessment plans for graduate education and work with the state to get new and revised graduate programs approved.

Cornell NYCTech Programs. The Graduate School worked with the leadership of the Cornell NYC Tech campus to begin developing new degree programs.

New and revised programs: During the past year, we facilitated the following program and curriculum changes for graduate fields: EE: Reconfirm with Kat. • Asian

Highlighted Accomplishments

Religions and East Asian Literature merged to form one field of Asian Religion, Literature, and Culture.

• Civil

Learning Outcomes. The Graduate School worked with graduate fields to articulate degree-specific learning outcomes and assessment plans. These plans are posted on the Graduate School’s website.

and Environmental Engineering removed its concentration in civil infrastructure from the on-line application due to dormant status of the concentration.

• Design

and Environmental Analysis renamed the concentration of applied research in human-environment relations to environmental psychology.

• Genetics

and Development became Genetics, Genomics, and Development and established a new concentration in genomics.

• Human

Development added a new concentration of aging and health to both of its subjects, Developmental Psychology and Human Development and Family Studies.

• International

Development and International Agriculture and Rural Development merged to become Global Development, which will offer two M.P.S. degrees: International Development and International Agriculture and Rural Development.

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student spotlight • Linguistics

removed its minor concentration of romance linguistics from the on-line application due to dormant status of the concentration.

• Policy

Analysis and Management consolidated concentrations within their Ph.D. program (from consumer policy, family/social welfare, health policy and management to one concentration public policy).

• Applied

Statistics M.P.S. program was approved for official affiliation as a Professional Science Master’s program.

• Food

science and technology received a Sloan/ SUNY grant to further develop its proposal to affiliate its M.P.S. as a Professional Science Master’s program.

Graduate student Erika Johnson in her Hollister Hall lab, measuring water flow rates.

See larger image Erika Johnson has taught fluid mechanics to engineering students while working on research for her Ph.D. in environmental fluid mechanics. “Being a TA is a lot of work, but certainly has a lot of rewards – they ask a lot of difficult questions,” she says.

do you have any other photos?

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Learn more about learning assessment Visit the new graduate programs: Asian Literature, Religon and Culture Genetics, Genomics, and Development Aging and Health Global Development

Johnson also led seventh- and eighthgraders last year at the “Expanding Your Horizons” conference, an outreach effort aimed at “trying to get girls interested in math and science.”

Johnson was working for a NASA subcontractor in Florida when she met College of Engineering Dean Lance Collins at a conference. She came to Cornell to further her research on volumetric discharge, or the amount of water flowing in rivers and estuaries.

Her work in the field and at Cornell’s DeFrees Hydraulics Laboratory will help agencies like the U.S. Geological Survey to conduct more effective and accurate stream monitoring, using remote sensing technology.

“Dean Collins is big on turbulence, and there’s a potential for collaboration with people in civil engineering and earth and atmospheric sciences,” says Johnson, whose work has been supported by Sloan and Colman fellowships.

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priority two

student experience

mission Through programming and infrastructure, the Graduate School encourages the development of a diverse community, optimizes professional development opportunities, prepares students for a multiplicity of career paths, and helps students experience considerable flexibility, freedom, and independence in their academic programs. goal one Enhance graduate/professional student and postdoc life, particularly through partnerships with other units and through enhanced programming and student life initiatives.

Highlighted Accomplishments CIRTL: The Graduate School’s bid to join the national network, Center for the Integration of Research, Teaching, and Learning, was successful and will lead to an enhanced partnership with the Center for Teaching Excellence and improved opportunities for future faculty development for graduate students and post docs, particularly in the STEM disciplines.

Teagle Foundation Grant Preparing Graduate Students to Become 21st Century Engaged Teaching Scholars: A joint proposal from the Graduate School, the Center for Teaching Excellence and the Center for Community Engaged Learning and Research was funded by the Teagle Foundation to further enhance future faculty development efforts.

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Career Services: A partnership with central Career Services resulted in a recent hire who will focus on career development for Ph.D. students interested in pursuing opportunities in business, industry, government, and non-profit careers, and career development for international students.

Spouse/Partner Career Workshops: We developed partnerships with Human Resources and outside consultants to provide a workshop for partners and spouses of graduate students looking for work in the Ithaca area.

Personal Financial Management Service: The Graduate School partnered with ClearPoint Financial Services to provide personal financial management skill training and counseling to graduate and professional students.

Surveys. As part of an effort to enhance our understanding of student experience, the Graduate School, in partnership with Institutional Research and Planning and the Survey Research Institute, is developing a series of four survey instruments that will be sent to the following groups: students who were accepted but did not matriculate, new matriculates, current Ph.D. students, and graduating students. Implementation is planned for 2012–2013.

goal five Enhance graduate student professional development opportunities.

Highlighted Accomplishments

Engaging Dialogue: The Olin Lecture

Office of Inclusion and Professional Development: With the establishment of the Office of Inclusion and Professional Development (OIPD) we expanded our ability to support students in gaining important transferable skills and enhancing educational and career opportunities for students.

Postdoctoral Fellows and Associates. The Office of Postdoctoral Studies moved within the Office of Inclusion and Professional Development to foster greater programming synergies.

Professional Development Programming: OIPD delivered and/or co-sponsored professional development events and workshops, including the following: • Writing

a Teaching Statement

• Developing

an Electronic Portfolio

• Converting

a CV to a Resume

• The

Postdoctoral Leadership Series

• Preparing

for a Non-academic Job

• Navigating

the Academy

• Research

Works in Progress

• Graduate

School 101

• Managing

Stress

• Mentoring • Finding • Body

an Academic Job

Language and Communication

• Faculty

Jobs at a Small Liberal Arts Colleges

• Women

in the Sciences Mentoring Conference

learn more

How would a Martian linguist describe our species?

According to Steven Pinker, a professor of psychology at Harvard University, a Martian linguist would look at our swearing as a window into emotion and indirect speech as one into social relationships.

Pinker, named one of the 100 most influential scientists and thinkers in the world by Time magazine, gave the 2011 Spencer T. and Ann W. Olin Lecture on the “stuff of thought” and engaged interdisciplinary groups of graduate students in provocative dialogue about visual cognition and the psychology of language.

As part of a 20-year commitment to support graduate education, The Spencer T. and Ann W. Olin Foundation was created at Cornell in 1987 to foster the intellectual exchange of ideas and help drive discussion of critical issues in the sciences and the humanities. Supported by the Foundation, distinguished guests meet with students, then lecture to the graduate community. Previous Olin guests have included Jane Goodall, Noam Chomsky, and Stephen Jay Gould.

http://www.news.cornell.edu/stories/March11/PinkerCover.html

Visit the Office of Inclusion and Professional Development’s webpages for a current list of programs Learn more about CU-CIRTL Visit Cornell Career Service’s enhanced web pages for the graduate community.

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priority three

inclusion

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

Highlighted Accomplishments Toward New Destinations: As a deliverable for a University-wide diversity initiative and to support a more diverse graduate and professional student body, the Graduate School developed a set of annual initiatives, Toward New Destinations, http:// diversity.cornell.edu/commitment-to-inclusion to be part of a multi-year effort.

Graduate Diversity Council. Composed of faculty, student, and staff membership, the Graduate Diversity Council was formed to advise the Graduate School on diversity issues and initiatives.

Needs Analysis: A series of meetings with faculty and staff across the university was conducted to assess current needs.

Visibility: To improve visibility, OIPD’s web presence was enhanced with information and links to resources available for diversity, professional development, and postdoctoral studies, along with listings for Student of Color graduate/professional student events and images galleries designed to help build community.

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Recruitment: • Expanded

efforts to make several recruiting databases available to graduate fields, including: National Name Exchange, Leadership Alliance, McNair Scholars, and Annual Biomedical Research Conference for Minority Students (ABRCMS).

• Hosted

recruiting events for admitted students for Romance Studies and Electrical and Computer Engineering.

• Created

a document covering best practices for the recruitment and retention of URM students for DGSs. (This document is available to DGSs via the Graduate School’s intranet.)

• Began

discussions with strategic partners about establishing relationships with pathway institutions.

Student of Color Groups: • Established

positive working relationships with the graduate/professional Student of Color groups, providing funding and mentoring for these groups and encouraging and facilitating collaboration between these groups.

• Offered

programs for Student of Color groups on navigating the Academy, research works in progress, Graduate School 101, a Diversity Ball, a Recognition Ceremony, a new program (Graduate Students Mentoring Undergraduates), among other activities.

student spotlight Maryland native Jillian Cohen discovered her mission early in life, during a time of public awareness focused on cleaning up the Chesapeake Bay watershed.

Caption placeholder. Dr. Notaro receiving an award from the Student of Color graduate/professional student groups for “outstanding service within the graduate community of color and devotion to the advancement of diversity at Cornell University.”

• Dr.

Notaro received an award from the Student of Color graduate/professional student groups for “outstanding service within the graduate community of color and devotion to the advancement of diversity at Cornell University.

Edward A. Bouchet Graduate Honor Society: Coordinated the Bouchet Society nominations/inductions and meeting attendance resulting in nine graduate student and post docs being inducted at the annual conference at Yale. Two Cornell Bouchet fellows were recognized with awards: Fenaba Addo (Ph.D. candidate), 2012 Bouchet Best Social Science Research Presentation, and Tiffany Campolongo (postdoc), 2012 Bouchet Best Physical Science Research Presentation.

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Graduate Diversity Council Graduate School’s Towards New Destinations goals and initiatives

“I guess I was ingrained with an environmental ethic when I was 9,” says Cohen, a Ph.D. candidate in the field of natural resources. “I learned about the Chesapeake Bay and how interconnected the world is. I’ve always been a lover of animals, and one of the things I learned is the best way to care for animals is to protect their habitat.”

Based in Cornell’s Resource Ecology and Management facility, Cohen researches the effects of invasive plant species on amphibians in wetlands, “mostly working outdoors, setting up experimental aquatic communities and seeing how they respond to plants.” She has carried out similar experiments at the Montezuma and Iroquois National Wildlife refuges.

Her special committee chair, Bernd Blossey, is an associate professor of natural resources who has an extension appointment working with state-level wildlife managers. Working with him, Cohen says she has “gained a wider view of the importance and implications of my research.”

Cohen recently moved to Washington, D.C., to serve for a year as a Sea Grant Knauss Fellow with the U.S. House of Representatives Committee on Natural Resources. She is eager to see how scientists communicate science to policyand decision-makers, and a chapter of her dissertation will be based on her Capitol Hill experience.

Cohen is one of some 5,200 graduate students at Cornell, of which the majority (3,200) are pursuing Ph.D.s.

Office of inclusion and Professional Development Edward A. Bouchet Graduate Honor Society Graduate Students Mentoring Undergraduates 13

priority four

financial support

student spotlight

goal Enhance financial support for graduate education.

Michael-Paul Robinson is another NSF-funded grad student, an M.S./Ph.D. candidate in chemical and biological engineering. He is hoping to find medical breakthroughs in professor Matt DeLisa’s laboratory in Olin Hall, using bacteria to more cost-effectively produce and discover antibodies.

Highlighted Accomplishments New Graduate – Undergraduate Student Mentor Fellowship: In partnership with Alumni Affairs and Development, the Graduate School revised descriptions of giving levels and developed a new giving program to encourage support for graduate students who mentor undergraduates in research.

“It’s a good environment,” Robinson says.

“The personalities in the lab really mesh.

The common theme in our lab is protein engineering and there’s some overlap in our projects. In the future I want to collaborate with some of the other people in the lab.”

Annual Fund. Revised the annual alumni letter, resulting in a 15% increase in giving over last year.

Funding is at the forefront of graduate education concerns, and the NSF is among the major external funding sources at Cornell.

Cornell Now. We supported central campaign efforts by developing content for the Graduate Fellowships and Graduate School sections of the Cornell Now website (Cornell’s giving website) and an FAQ on graduate fellowships.

“The NSF is really big for our field because of the competition,” Robinson says. “There is no way you can win the NSF by yourself; so many people in this department helped me [with the proposal]. I went through 20 or 30 drafts.”

He also has received a Ford Foundation pre-doctoral fellowship and support from Cornell, including a Colman Family Foundation Fellowship, which provides up to three years of support to underrepresented minority Ph.D. students in the College of Engineering.

learn more

Visit the Graduate Fellowships and Graduate School pages on Cornell Now Read about the new Graduate – Undergraduate Mentor Fellowship as part of the Graduate FAQ. 14

Providing Opportunities: Travel and Conference Grants Five landscape architecture graduate students spent the 2010-11 academic year designing a garden with plants capable of cleaning up hazardous waste sites.

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Students Brett Schneiderman, Emily Bauer, Ran Bi, Yalin Lin and Hanzi Yang did extensive research on phytoremediation, studying plants that draw in, store and in some cases convert toxic materials into benign compounds. They designed a garden that included more than 50 plant species, with six separate plots each demonstrating plants that can neutralize a specific environmental waste endemic to China.

The garden design was one of over a hundred selected for the 2011 International Horticultural Exposition in Xi’an, China, which attracted an estimated 12 million visitors. Unfortunately, construction constraints prevented expo organizers from planting the Cornell team’s garden in time.

That didn’t stop the students from continuing with plans to travel to China. With the help of a Graduate School conference grant, the five students were able to travel to

China and engage in a cultural and academic exchange they called “invaluable”.

The Graduate School awards competitive grants for dissertation-related research travel in the United States and abroad and conference grants for students who are invited to present papers or posters at professional conferences.

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priority five

field, faculty, and staff support

mission By coordinating the graduate field structure and administering 18 degrees and about 100 graduate fields, we strive for seamless, efficient, and aligned services that enable fields to devote more of their efforts and resources to research, scholarship, and instruction. goal Improve data, administration and communication with the graduate community and enhance support for Field, faculty, and Staff.

Highlighted Accomplishments Data Self-Service Reports: To increase staff efficiency, both within the Graduate School and in fields across campus, the Graduate School developed a series of self-service reports using an innovative software, Tableau, that allow fields to review student milestones, special committee composition, and other important information.EE to Insert screenshot of Tableau

Field Metrics: Data Solutions developed draft “field metrics” charts and tables to facilitate discussion with academic deans, provost staff, DGSs, and the General Committee regarding which measures should be made available to the fields for internal purposes and which should be posted publicly on the Graduate School website. The field metrics tool will be finalized in 2012–2013 pending further discussion with the academic deans and senior leadership. Metrics can be sorted by field, gender, citizenship, and race/ethnicity and will include admissions, yield, matriculation, enrollment, median time to degree, completion, attrition, graduation, GRE scores, and results of student surveys.

Intranet: The Graduate School Intranet was developed and launched. The Intranet is accessible to fields, and includes access to publications, reports, an electronic rolodex, the data ticketing system, and other information and resources to support the field administrators in their work.

Data Ticketing System: Developed a ticketing system allowing fields to easily submit data requests and to provide improved tracking and timely responses to requests from programs across campus.

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student spotlight Admissions Application Evaluation System: Replacing a patchwork and often paper system, the Graduate School implemented a new electronic admissions system, CollegeNet. This system has resulted in significant savings in time, money, and materials and has streamlined, enhanced, and supported our fields’ admissions needs.

Academic Program Registration: In cooperation with Institutional Research and Planning and the Faculty Senate, the Graduate School made considerable progress in streamlining academic program registration processes and forms and in appropriately registering and improving institutional records for dual and accelerated degree programs of various types. Our first Professional Science Master’s affiliation was officially approved, for the M.P.S. degree program in Applied Statistics. For a complete list of revised programs, please see Priority One: Assessment and Learning. (Add link.)

learn more

Read the Wall Street Journal article, Cornell Graduate School Harnesses Visualization Read CollegeNet’s case study on Cornell’s implementation of CollegeNet, Admit Streamlines Admissions Evaluation and Cuts Costs at Cornell

Miguella Paula Ann Mark-Carew, a Ph.D. candidate in the field of comparative biomedical sciences, found her way to Cornell through a summer program she attended in 2000 and 2003 as a Dartmouth College undergraduate.

“I wanted to pursue research, and knowing I wanted to come back to Cornell, I applied in 2006,” she says.

She researches infectious zoonotic diseases, particularly the giardia parasite affecting dairy cattle and canines in New York state and in Trinidad and Tobago. The research will help protect animal populations and safeguard watersheds, including the Delaware County reservoir that provides water to New York City, Mark-Carew says.

“I’ve always been interested in infectious diseases, and I love animals [but] didn’t want to be a veterinarian,” she explains. “This, I found, is the best way to do research and better their lives.”

Last year, MarkCarew went to Trinidad and Tobago on a Fulbright scholarship “to look for internal parasites Miguella Mark-Carew see larger image in any mammalian species I could find,” she says. After narrowing her study to dairy cattle and dogs, the research led her to initiate the Roaming Dog Assessment Project, an initiative to show the public health implications of having free-roaming dogs in that country. She worked with Cornell veterinary students, the University of the West Indies and two branches of the Trinidad and Tobago SPCA to collect data over a one-year period, counting dogs and gathering stool samples.

“I was able to make it a collaborative effort, having vet students help me with sample collection,” she says.

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priority six

visibility

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

Highlighted Accomplishments Websites: The Graduate School website was enhanced with a new section on inclusion and professional development and student spotlights. We launched a post doc website to improve support for this important population.

Media and Appearances: We broadened and increased our media presence with articles on professional development, CU-CIRTL (Center for the Integration of Research, Teaching, and Learning), graduate students spotlights, and an EZRA spread on graduate education in the Spring 2012 issue.

Appearances and interviews with Dean Knuth included: • Dean

Knuth was the invited panel speaker on “Outcomes Assessment in Master’s and PhD Programs” at Council of Graduate Schools summer workshop, July 2011.

• Dean

Knuth was interviewed by the NY Observer in July 2011 regarding enrollment trends in graduate education.

• Dean

Knuth served on the “advice for new deans” pane at the annual meeting of the Association of Graduate Schools, September 2011.

• An

article in the October 3, 2011 Chronicle of Higher Education included Cornell information in the graduate school enrollment trends.

• Dean

Knuth was an invited panel speaker on interdisciplinary graduate programs at the Council of Graduate Schools annual meeting, December 2011.

• Dean

Knuth was elected to Board of Directors, Council of Graduate Schools, for a two-year term.

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one more spotlight?

Holiday Card: We sent our first-ever electronic Graduate School holiday card to students, fields, and others within the Cornell community.

Dean’s Letter: This year, we informed the graduate community of issues of trends and issues of importance through an occasional Dean’s Letter.

Condolence Communication: The Graduate School established a process for memorializing deceased students with a book plate in their name at the appropriate Cornell library, and communicating condolences and sharing a copy of the book plate with the family.

Internal Communications: Graduate School Announcements were sent directly to graduate and professional students using a new electronic tool that allows us to focus information more effectively and to gather metrics on user behavior, providing better targeted communications.

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learn more

Read the Ezra article, Graduate students – the foundation of Cornell’s future Read Dean Knuth’s Endnote essay, Graduate students drive our future

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Read the Graduate Fellowship Support FAQ 19

statistics and tables

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applications, admittances, and matriculations 11,500

Graduate Student Admissions by Degree Type, 2002–2011

11,500 11,000

10,676

11,000 10,500 10,500 10,000 10,000 9,500 9,500 9,000

10,676 9,801 9,801

8,945 8,945

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

5,477

6,000 5,500

5,477

5,500 5,000 5,000 4,500 4,500 4,000 4,000 3,500

3,737

3,437

3,737

3,437

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

1,938

1,639

1,500 1,000

1,639

1,000 500

1,938

1,000 1,000

500 0 0

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

Doctoral Degree Applicants

Doctoral Degree Admits

Doctoral Degree Matriculants

Doctoral Degree Applicants Research Master’s Degree Applicants

Doctoral Degree Admits Research Master’s Degree Admits

Doctoral Degree Matriculants Research Master’s Degree Matriculants

Research Master’s Degree Applicants Professional Master’s Degree Applicants

Research Master’s Degree Admits Professional Master’s Degree Admits

Research Master’s Degree Matriculants Professional Master’s Degree Matriculants

Professional Master’s Degree Applicants

Professional Master’s Degree Admits

Professional Master’s Degree Matriculants

A review of admissions data over the past ten years reveals a steady growth in applications, despite modest dips in 2004–2005. The growth rate in all applications over this time period was 19%. Consistent with national trends, as reported by the Council of Graduate Schools, was the one-year rate of application growth between 2010 and 2011 (6% total), of note is the significant one-year rate of increase in applications from students seeking professional master’s degrees (47%).

Yield 70 70 60 60 50 50

Yield for all degree types has increased over the past ten years, with doctoral student yield increasing from 38% to 42%, research master’s student yield from 43% to 54%, and professional master’s student yield from 45% to 51%.

40 40 30 30 20 20 10 10

Fall 2002–Fall 2011 Admissions Notes 2002 2002

2006 2006

2011 2011

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

2010–2011 change

2006–2011 change

2002–2011 change

Doctoral Degree Applicants Doctoral Degree Matriculants Research Master’s Degree Applicants

-1%

19%

9%

-14%

4%

1%

3%

94%

18%

Research Master’s Degree Matriculants

-2%

74%

11%

Professional Master’s Degree Applicants

22%

59%

47%

Professional Master’s Degree Matriculants

-7%

52%

51%

21

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

applications

3,697

2,981

3,035

3,073

2,416

2,292

4,982

6,083

Fall 2002

3,630

4,563

5,703

Fall 2006

3,233

4,330

4,235

2,965

6,561

Fall 2010

Fall 2011

admittances

623

1,070

976

620

Fall 2002

1,329

1,051

1,026 847

675

1,101

782

1,030 910

767

Fall 2006

1,228

848

Fall 2010

Fall 2011

matriculations

208

234

371

359 372

Fall 2002

US Male

371

355

458

515

496 341

Fall 2006

US Female

594

715 462 487

Fall 2010

Int’l Male

441

Fall 2011

Int’l Female

While the number of applications received from both U.S. males and U.S females were slightly lower than 2010, international applications to Cornell followed a national trend and increased. Applications from international males increased 15% over last year, while applications from international females increased 19%. This same type of growth is reflected in the 10yr trend as well.

Over the past ten years, yield for U.S. males has held steady; whereas, yield for males from countries other than the United States has increased 7%. Yield from U.S. females rose from 44% to 52% over the past ten years, and, in that same time period, yield for females from countries other than the U.S. has changed from 33% to 47%.

22

Degree-Seeking Graduate Student Applications by Ethnicity, 2002–2011

Total Degree-Seeking Applications

20,000 Graduate Student Applications by Ethnicity

18,091

Degree-Seeking Graduate Student Applications by Ethnicity, 2002–2011 20,000 15,000

Total (incl URM) Minorities Total Degree-Seeking Applications

15,177

Degree-Seeking Graduate Student Applications

by Ethnicity, Degree-Seeking Graduate Student Applications by 2002–2011 Ethnicity, 2002–2011 13,382

18,091

20,000

11,383 18,091

15,177 9,728

15,000 10,000

13,382 8,017

15,177

15,000

11,383

13,382 9,728 4,339

10,000 5,000

4,574 11,383

4,106 8,017

9,728

10,000

4,339

5,000 0

2002 4,339

5,000

2003

2004

2005

439 Degree-Seeking 1,110 2002

0 4,500

2007

2008

2009

2003

2004

2005

2006

2007

959

2008

2009

2010

2004

2005

959

2006

2007

2008

2009

2010

2011

Degree-Seeking Graduate Student Admittances 3,516 3,514by Ethnicity, 2002–2011 Degree-Seeking Graduate Student Admittances

by Ethnicity, 2002–2011

2,500 3,500 3,000

3,514

3,516

1,500 2,500 2,000

48% increase in total minority admittances

1,923

1,236

1,367

500 1,500 1,000 0 1,000 500

500

1,503

1,430 501

492 1,503 1,360

1,367 1,430

161 1,360 492 2002

216 1,367 501 2006

2003

2004

2005

288 1,236 729 2007

2008

2009

2010

2011 729 288

Degree-Seeking Graduate Student Matriculations by Ethnicity, 2002–2011

2002

2003

2003

2004

2004

2005

2006 216

2005

2006

2007

2007

2008

2009

2008

288 2011

2010

2009

2010

2011

Degree-Seeking Graduate Student Matriculations Ethnicity, 2002–2011 Degree-Seeking Graduate Student Matriculations by Ethnicity, by 2002–2011 2,500 2,000

Degree-Seeking Graduate Student Matriculations by Ethnicity, 2002–2011

1,466

1,392

1,000 500

890

1,392 Unknown (2002–2011 includes International; 592 2008–2011 includes Undeclared)

600

500

0

2003

2004

2005

2006 183 535

88

262 Total Degree-Seeking Applications, 2002 or Matriculations 2003 2004 Admittances, 88

2002

164

82 592535

262 456 0

378 890 600

183 592

88 660 456 2002

890

535

660 262

500 0

1,868

1,392 Caucasian (2001–2007 includes Undeclared)

456 1,000

Total (incl URM) Minorities Total Degree-Seeking Matriculations

Caucasian (2001–2007 includes Undeclared) Underrepresented Minorities Total Degree-Seeking Matriculations Unknown (2002–2011 includes International; Total (incl includes URM) Minorities 2008–2011 Undeclared) Underrepresented Minorities Caucasian (2001–2007 includes Undeclared) Total (incl URM) Minorities

2006 yield for underrepresented minorities = (2002–2011 38% includes International; Unknown Unknown (2002–2011 includes International; Caucasian (2001–2007 includes Undeclared) 2008–2011 includes Undeclared) 2008–2011 includes Undeclared)

1,466 660

1,500

X% overall increase in matriculations

1,868

Total (incl URM) Minorities 1,466

44% increase in total minority matriculations Total Degree-Seeking Matriculations

Yield Highlights:

Underrepresented Minorities

2,000

1,500 1,000

86% increase in the number of matriculations from underrepresented minorities.

Underrepresented Minorities

1,868

Total Degree-Seeking Applications, Admittances, or Matriculations

2,500

2,000 1,500

Matriculations Highlights:

1,236

216

161 2002 161

0 2,500

729 1,923

501

492 0

X% overall increase in admittances

1,923

1,000 2,000 1,500

Unknown(2001–2007 (2002–2011includes includesUndeclared) International; Caucasian 2008–2011 includes Undeclared) Unknown (2002–2011 includes International; 2008–2011 includes Undeclared)

1,430

1,360

Admittances Highlights:

Caucasian (2001–2007 Total (incl URM) Minorities includes Undeclared)

3,514

1,503

Total Degree-Seeking Admittances

Unknown (2002–2011 includes International; Total (incl URM)Minorities Minorities Underrepresented 2008–2011 includes Undeclared)

3,888

2,000 3,000 2,500

X% overall increase in applications

79% increase in the number of admittances from Caucasian (2001–2007 includes Undeclared) Underrepresented Total Degree-SeekingMinorities Admittances underrepresented minorities.

3,888

3,000 3,516

92% increase in total minority applications

Total (incl URM) Minorities Total Degree-Seeking Admittances

4,500 4,000

4,000 3,500

118% increase in the number of applications from underrepresented minorities.

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

Underrepresented Minorities

3,888

4,500 3,500

Unknown (2002–2011 includes International; Caucasian (2001–2007 includes Undeclared) 2008–2011 includes Undeclared)

2011

571 2003

Applications Highlights:

Caucasian (2001–2007 includes Undeclared) Total (incl URM) Minorities

2011 4,574 2,134

2,134

Degree-Seeking Graduate Student Admittances by Ethnicity, 2002–2011

4,000

2010

Graduate Student Admittances1,259 by571Ethnicity, 2002–2011

439 2002

959

2006 4,106 1,259

1,110

0

4,574

4,106 571

439

Ten Year Trend Increases

Caucasian (2001–2007 includes Undeclared) Underrepresented Minorities Total Degree-Seeking Applications Unknown (2002–2011 includes International; Total (incl includes URM) Minorities 2008–2011 Undeclared) Underrepresented Minorities

2,134

1,259 8,017

1,110

Underrepresented Minorities

2003

2004

600 2007

2008

2009

2006 82

2007

Total (incl URM) Minorities

2005

2006

2011 378 164 378

183 82

Underrepresented Minorities

2005

2010

2007

2008

2008

Caucasian (2001–2007 includes Undeclared) 2009

2010

1642011

Unknown (2002–2011 includes International; 2008–2011 includes Undeclared) 2009

2010

2011 yield for underrepresented minorities = 57% 2006 yield for all students = 40% 2011 yield for all students = 48%

2011

23 Total Degree-Seeking Applications, Admittances, or Matriculations

Total (incl URM) Minorities Caucasian (2001–2007

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

Graduate Student Admissions by Graduate Field, Fall 2011

Graduate Field

Applications

% change from 2010

Admittances

% change from 2010

Matriculations

% change from 2010

138

-3%

39

3%

25

25%

African and African-American Studies

24

-25%

7

0%

6

20%

Animal Science

40

43%

7

40%

6

20%

Anthropology

152

14%

13

18%

8

14%

Applied Economics & Management

363

5%

52

-2%

23

5%

Applied Mathematics

209

27%

20

54%

11

120%

Applied Physics

Aerospace Engineering

201

21%

82

46%

30

11%

Archaeology

20

-13%

6

-14%

2

-33%

Architecture

537

-7%

133

-5%

52

-21%

Art

164

11%

8

0%

6

20%

14

-22%

4

100%

1

n/a

Asian Religions Asian Studies Astronomy and Space Sciences Atmospheric Science

71

18%

17

0%

6

-33%

101

15%

30

43%

11

450%

34

-29%

4

-33%

2

-33%

Biochemistry, Molecular and Cell Biology

247

-8%

19

-21%

17

-15%

Biological and Environmental Engineering

115

-6%

29

-34%

18

-44%

Biomedical Engineering

424

15%

214

27%

110

18%

15

88%

0

n/a

0

n/a

Biometry Biophysics

13

-24%

4

-33%

4

-20%

Chemical Engineering

377

-1%

130

2%

52

-16%

Chemistry and Chemical Biology

292

-13%

100

-15%

25

-42%

City & Regional Planning

374

-10%

144

1%

61

-2%

Civil & Environmental Engineering

573

12%

268

-8%

100

-4%

Classics

83

43%

8

0%

5

25%

119

-11%

13

-13%

10

-17%

44

83%

9

13%

8

14%

Comparative Literature

107

-12%

7

133%

3

0%

Computational Biology

145

14%

10

25%

10

25%

Communication Comparative Biomedical Sciences

Computer Science

1253

28%

251

-15%

109

-24%

Design and Environmental Analysis

61

-25%

20

-5%

13

-35%

Development Sociology

78

7%

10

-17%

3

-57%

East Asian Literature

54

46%

2

-71%

0

-100%

Ecology and Evolutionary Biology

121

13%

11

-15%

7

-30%

Economics

715

-3%

109

63%

29

93%

Education

60

-20%

20

-31%

12

-29%

Electrical & Computer Engineering

1230

33%

302

2%

107

-15%

English Language & Literature

1022

-6%

44

2%

20

0%

Entomology

26

-13%

5

0%

5

0%

Environmental Toxicology

28

8%

1

-67%

1

n/a

Fiber Science and Apparel Design

37

-3%

12

0%

8

-11%

Food Science & Technology

185

6%

44

26%

32

7%

Genetics and Development

66

-26%

20

100%

8

-20%

Geological Sciences

74

-5%

14

-22%

9

-36%

Germanic Studies

21

-30%

9

13%

2

-60%

Government

383

-2%

34

10%

16

7%

History

192

-12%

15

15%

10

25%

24

Graduate Field

Applications

% change from 2010

Admittances

% change from 2010

Matriculations

% change from 2010

69

-1%

7

75%

4

0%

History of Art & Archaeology Horticulture

44

-6%

8

-11%

8

-11%

Hotel Administration

149

-19%

67

-15%

67

-15%

Human Development

95

-12%

17

-37%

13

-28%

Immunology

20

-46%

4

-43%

3

0%

Industrial and Labor Relations

334

11%

91

17%

63

-5%

Information Science

152

58%

21

50%

17

143%

27

-36%

14

-58%

10

-64%

International Agriculture and Rural Development International Development Landscape Architecture Law Linguistics

37

16%

16

129%

10

233%

146

-8%

51

-12%

17

-37%

5

-85%

1

-89%

1

-88%

99

-9%

12

9%

2

-67%

Management

424

-2%

12

-20%

8

-20%

Materials Science and Engineering

394

20%

72

7%

27

0%

Mathematics

265

-12%

37

42%

9

13%

Mechanical Engineering

576

3%

139

1%

76

4%

Medieval Studies

37

-18%

3

0%

2

-33%

Microbiology

67

-6%

11

-48%

5

-29%

Molecular and Integrative Physiology

8

33%

1

-67%

1

-50%

158

6%

10

11%

5

0%

Natural Resources

72

44%

15

15%

11

10%

Near Eastern Studies

42

-7%

5

25%

3

n/a

Neurobiology and Behavior

57

10%

10

-29%

4

-20%

Music

Nutrition Operations Research and Information Engineering Pharmacology

95

2%

17

-23%

14

-22%

1069

20%

258

-3%

105

14%

24

9%

2

-60%

2

-50%

Philosophy

313

3%

13

-19%

6

-14%

Physics

453

12%

96

14%

34

17%

Plant Biology

54

13%

11

-31%

6

-14%

Plant Breeding

56

-10%

17

6%

13

-7%

Plant Pathology and Plant-Microbe Biology

49

14%

8

0%

7

17%

Plant Protection

1

0%

0

n/a

0

n/a

Policy Analysis & Management

136

-13%

47

-30%

28

-38%

Psychology

265

-2%

12

-8%

6

-25%

Public Affairs

481

10%

209

-13%

113

-16%

Real Estate

90

-32%

43

-2%

25

-22%

Regional Science

14

180%

4

0%

4

0%

Romance Studies

90

-2%

18

0%

10

43%

Science & Technology Studies

38

-33%

4

-43%

3

-25%

170

-8%

14

27%

5

-29%

39

-13%

7

-36%

6

-14%

Statistics

594

40%

96

-13%

42

-11%

Systems Engineering

113

47%

80

11%

65

3%

Theatre Arts

28

-3%

2

-33%

2

0%

Theoretical & Applied Mechanics

33

-6%

5

-62%

2

-71%

7

-53%

1

-67%

1

n/a

Sociology Soil & Crop Sciences

Zoology

25

Graduate Student Admissions: Research Degrees by Discipline, Fall 2002–2011 Applications

Admittances

15%

27%

22%

9%

27%

46%

2002

37%

2002

21%

27%

23%

13%

23%

23%

15% 42%

Matriculations

2002

13%

15%

24%

14%

22%

14% 38%

39%

50%

2011

2011

2011

Graduate Student Admissions: Professional Degrees by Discipline, Fall 2002–2011 Applications 6%

Admittances 1%

1%

4%

1%

51%

35%

58%

Matriculations

44% 47%

2002

51%

2002 6%

2%

2%

35% 60%

2011

57%

2011

Humanities

2%

39%

57%

Social Sciences

2002 3%

1%

36%

1%

2011

Life Sciences

Physical Sciences

Apid et ra consed quatem quidebitatia dolupta tendit re velecea dunt quis doluptium delestium harum eum nostio.

Nam, secusam liti alit optae nitat dictore icatibus et porepe volut audigendem quam doluptatur sin et quae pe volorit am doles et optati quatio tenihitio. Itatus ne incturest, sum res aut ipicid moditincias ra dolo totaepudis adisimo loribus cipsani hicimusdant everferor aut ut qui con nus maior re poreces tiatur? Fictasi nctatectia voluptatur sus, nihilis cietumet volorepero erit, ulparia velestis molenim poressin ex es culluptatur?

26

enrollment Reflecting the same trends as the admission statistics, enrollment over the past ten years reflects a 9% increase, with significant growth in professional master’s degree programs (41% over the ten year period). Since last year, enrollment in all degree programs has remained steady.

Over the past ten years, enrollment in the physical sciences has grown 22%. The humanities, while small in number, have also increased enrollment over the same period (11%), whereas the social sciences grew a modest 6%. Life sciences enrollment declined 13% over the past decade.

In the past year, enrollment for all disciplines grew: humanities and social sciences at 14% and 10% respectively, physical sciences at 6%, and the life sciences at 3%.

Graduate Student Enrollment by Degree Type, Fall 2002–2011 3,500

3,209 3,009

3,000

2,947

2,500

2,000

1,651 1,500

1,171

1,126

1,000

500

291

255

192

0 2002

2003

2004 Doctoral

Doctoral

2005

2006

Research Master's

2007 Professional Master's

Research Master’s

2008

2009

2010

2011

(does not include inabsentia students)

Professional Master’s

(does not include in absentia students)

2,500

Graduate Degree-Seeking Student Enrollment by Discipline, Fall 2002–2011 2,083 2,000

1,706

1,500

1,697

1,367

1,353

1,000

1,430

931

945

820

520

532

500

467

0 2002

Humanities

2003

2004

2005

Life Sciences

2006

2007

Physical Sciences

2008

2009

Social Sciences

2010

2011

(does not include in absentia students)

27

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

doctoral

713

849

522

925

691

833

811

510

467

1,055

2002

486

984

2006

792

739

805

930

2010

2011

Research Master’s

45

31

35 112

57

76

40 49

35 77

46

2002

2006

85

97

41

89

81

2010

2011

Professional Master’s

259

293

278

312

144 475

189

347

373

370

284

628

371

365

345

570

2002

2006

2010

2011

US Male

US Female

Int’l Male

Int’l Female

Con conectus corro doluptaUt ulpa dis molorest, suntiaectem aliquo odis doluptam volum et, si velit preius volupta testius di ad modit expelique odio et id quae voluptatur rae num quo voluptatur, sequodit lab iditasse solorro que es mod eos et prat int, is sandionseque sinci offictur sam, sum velluptat que nobit quateca tiistot atibus nime nobis con perum aperuntur res nempeligenet earchic idusciumque nihilicidus et qui optassequo etur, cusae la quibusc iandisto ipsunda pore dem sa quia nusam ra sae pelestibusae quat recto consequati berae mi, quia volor sam, cuscimus minctur sita nobitat inullaut iditaqu isitat poribus, nonecus estiund ucient fuga. Imincto officto renihicid millabore pos accatur re, occum eosam int doluptatur?

28

0

Graduate Student Total Enrollment by Ethnicity, Fall 2002–Fall 2011

6,000

5,000

Foreign Undeclared

4,000

1,962 (42%)

1,928 (43%)

Caucasian

2,081 (41%)

Multi-ethnic Non-U Asian

3,000

2,000

2,154 (46%)

1,999 (44%)

Foreign Undeclared Foreign 316 (7%)

326 (7%)

162 (3%)

Undeclared

109 (2%) 2002

2003

Foreign

109 (2%)

2004

Undeclared

Foreign

2,081 Undeclared (41%)

2,154 (46%) Caucasian

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

Hawaii/Pacific Islander 316 (7%) 2004 2005 1,887 162 (3%) Multi-ethnic URM (37%) 109 (2%) Hispanic 2006 2007 Native American

2,154 Caucasian (46%)

2,081 (41%)

2005

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

Fall 2002–Fall 2011 Enrollment Notes

20051,887

(37%)

2007

2009

2008

(8%) African399 American 2009 211 (4%)

African American 399 (8%)

Native American 2010

143 (3%)

211 (4%)

2011

Hispanic

143 (3%)

2011 Multi-Ethnic URM

Hawaii/Pacific Islander Asian

Caucasian 2006

2007

Asian

2009

211 (4%) 143 (3%)

Multi-ethnic URM

2010

2011

Hawaii/Pacific Islander

Hispanic

African American

Multi-ethnic URM

1,887 (37%)

Native American 399 (8%) African American

Hispanic

211 (4%)

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

143 (3%) 2010

2011

143 (3%) 2011

18%

28%

28%

-23%

-23%

-62%

4%

25%

37%

41%

n/a

n/a

50%

n/a

n/a

24%

21%

n/a

n/a

Caucasian

-6%

-8%

-10%

Undeclared

-15%

n/a

n/a

5%

5%

7%

-1%

5%

9%

Grand Total

Hawaii/Pacific Islander

Native American

-2%

Foreign

Multi-ethnic Non-URM 240 (5%)

1,887 Multi-ethnic URM (37%)

-12%

Multi-Ethnic Non-URM

399 (8%)

Asian

Hispanic

change

2011

African American

Multi-ethnic Non-URM

Caucasian

2008

Native American

Caucasian

Hawaii/Pacific Islander

2002–2011 change

143 (3%) change

2,081 (41%)

Multi-ethnic Non-URM 240 (5%)

African American 399 (8%) 2008 2009 2010 211 (4%) 2006–2011 2010–2011 2010

2,081 (41%)

Asian

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

Hispanic 1,887 (37%)

Undeclared

1,962 (42%)

1,962 147 (3%) 0(42%)

2003 240 (5%)

Multi-ethnic URM

Foreign

1,000

2,081 (41%)

Hawaii/Pacific Islan

240 (5%)

One of the seven priorities outlined in Cornell’s Strategic Plan is to “make significant progress toward a”more diverse faculty, student body and staff in terms of gender, race and ethnicty”. Total minority enrollment has increased by 4% over the past ten years.

Significant enrollment growth in the multi-ethnic underrepresented minority and African-American populations were seen over the past year with growth rates of 45% and 20% respectively.

29

Graduate Student Enrollment by Field, Fall 2011 Graduate Field

Aerospace Engineering African and African-American Studies

Doctoral

Masters/Research

Masters/Professional

Non-Degree

Total

21

0

19

0

40

0

0

11

0

11

Animal Science

26

3

1

3

33

Anthropology

40

1

0

2

43

Applied Economics and Management

47

25

0

0

72

Applied Mathematics

37

0

0

1

38

Applied Physics

69

11

13

0

93

Archaeology

0

3

0

0

3

Architecture

9

1

113

1

124

Art

0

11

0

0

11

Asian Religions

6

0

0

0

6

Asian Studies

0

11

0

3

14

30

0

0

0

30

6

1

0

0

7

90

0

0

1

91

Astronomy and Space Sciences Atmospheric Science Biochemistry, Molecular and Cell Biology Biological and Environmental Engineering

43

7

13

3

66

Biomedical Engineering

80

2

94

1

177

Biophysics

18

0

0

0

18

Chemical Engineering

72

1

33

1

107

144

0

0

1

145

City and Regional Planning

12

12

92

0

116

Civil and Environmental Engineering

61

2

80

1

144

Classics

18

0

0

0

18

Communication

35

2

0

0

37

Comparative Biomedical Sciences

35

3

0

3

41

Comparative Literature

15

0

0

1

16

Chemistry and Chemical Biology

Computational Biology Computer Science Design and Environmental Analysis

22

0

0

1

23

102

0

107

2

211

4

19

0

0

23

Development Sociology

28

1

0

0

29

East Asian Literature

18

0

0

0

18

Ecology and Evolutionary Biology

48

1

0

1

50

Economics

103

0

0

2

105

Education

10

0

18

0

28

Electrical and Computer Engineering

154

1

80

1

236

English Language and Literature

69

16

0

1

86

Entomology

26

3

0

0

29

Environmental Toxicology

8

0

0

0

8

Fiber Science and Apparel Design

7

12

0

0

19

Food Science and Technology

43

25

23

5

96

Genetics and Development

56

0

0

0

56

Geological Sciences

30

8

1

0

39

Germanic Studies

15

0

0

1

16

Government

54

0

0

1

55

History

45

0

0

1

46

History of Art, Archaeology and Visual Studies

21

0

0

1

22

30

Graduate Field

Doctoral

Masters/Research

20

8

6

1

35

2

4

60

1

67

Horticulture Hotel Administration

Masters/Professional

Non-Degree

Total

Human Development

33

6

0

1

40

Immunology

19

0

0

1

20

Industrial and Labor Relations

32

3

125

0

160

Information Science

18

0

11

1

30

International Agriculture and Rural Development

0

0

10

0

10

International Development

0

0

8

0

8

0

0

58

0

58

Law

Landscape Architecture

12

0

0

0

12

Linguistics

25

2

0

1

28

Management

39

0

0

1

40

Materials Science and Engineering

54

18

4

3

79

Mathematics

54

0

0

1

55

100

3

53

3

159

Medieval Studies

13

0

0

0

13

Microbiology

32

0

0

0

32

Molecular and Integrative Physiology

15

0

0

0

15

Music

28

0

0

0

28

Natural Resources

34

11

0

0

45

6

0

0

2

8

Mechanical Engineering

Near Eastern Studies Neurobiology and Behavior

26

0

0

0

26

Nutrition

55

0

0

10

65

Operations Research and Information Engineering

38

0

134

1

173

Pharmacology

13

0

0

0

13

Philosophy

37

0

0

2

39

Physics

149

0

0

2

151

Plant Biology

31

1

0

0

32

Plant Breeding

25

5

3

0

33

Plant Pathology and Plant-Microbe Biology

25

1

0

0

26

Policy Analysis and Management

12

0

49

1

62

Psychology

38

0

0

1

39

Public Affairs

0

0

235

0

235

Real Estate

0

0

42

0

42

Regional Science

12

3

0

0

15

Romance Studies

55

0

0

4

59

Science and Technology Studies

17

0

0

2

19

Sociology

34

0

0

0

34

9

8

0

0

17

24

0

43

0

67

Systems Engineering

0

0

111

0

111

Theatre Arts

7

0

0

0

7

Soil and Crop Sciences Statistics

Theoretical and Applied Mechanics

23

0

1

0

24

Zoology and Wildlife Conservation

4

0

0

0

4

2,947

255

1,651

Grand Total

78

4,931 31

degrees awarded Graduate Student Degrees Awarded within Discipline, by Degree Type, Award Years 2003–2012

Humanities Degrees Social Sciences Degrees Awarded Humanities Degrees Awarded Doctoral Doctoral

250

200

186

Research Master’s Research Master's Professional Master’s Professional Master's

150

100

Humanities Degrees Awarded

91 67

50

Doctoral Research Master’s

28

Professional Master’s

0 2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

250

Humanities Degrees

2003–2012 change

2007–2012 change

Doctoral

12%

56%

16%

200

Research Master’s

25%

6%

18%

100

Professional Master’s

211%

155%

-57%

200 250 150

Physical Sciences Humanities Degrees Degrees Awarded Awarded Social Sciences Doctoral Doctoral Degrees Awarded

2011–2012 186 change

Life Sciences Degrees Research Research Master’s Doctoral Master's Awarded Doctoral Professional Master’s Professional Master's Research Master’s

202

Research Master's Professional Master’s 91

150

67

50

Professional Master's 135

28

100

Doctoral

0 2003

50

2004

2005

2006

2007

2008

2009

2010

2011

Research Master’s

2012

40 27

Life Sciences Degrees

0

2003

250

2004

2005

2006

2007

2008

2009

2010

2011

2012 202

200 1,200 150

1,001

1,000

135

100 800 605

600 50 400 0 2003

200 0

1,200 1,000

2004

2002 2003

Life Sciences Degrees

2005

2004

2006

2005 2003–2012 change

Doctoral Research Master’s

900

800 Professional 800

Master’s

2007

2006

2008

2009

2007 2007–2012 2008

2010

2009

215 2012 181

2011

32

5%

-4%

-49%

-30%

21%

145%

575%

0% 774

215 181

300 2003

2004

2005

2006

2007

2008

Professional Master’s

2009

2010

2011 135

Doctoral Professional Masters Research Master's Professional Master's

517

2002

Research Master’s

Research Master's Social Sciences Degrees Awarded 605

500

100

Research Master's Life Sciences Degrees Awarded Professional Masters Doctoral

Physical Sciences Degrees Awarded Doctoral

4% 1,001

600

200

Physical Sciences Degrees Awarded Life Sciences Degrees Awarded Doctoral Doctoral Research Master’s Research Master's Professional Master’s Professional Master's Physical Sciences Degrees Awarded Doctoral

change

200 400 0

40 27

Professional Master’s

2010 2011 2011–2012

change

600 700 400

Life Sciences Humanities Degrees Awarded

50

Professional Master's

28

150

135

0 2003

100

2004

2005

2006

2007

2008

2009

2010

2011

2012

50

Sciences Graduate Student Degrees Awarded within Discipline, by Degree Type, Award40 YearsSocial 2003–2012 Degrees Awarded 27

250

Life Sciences Degrees Doctoral Awarded Doctoral Research Master’s

0 2003

200

2004

2005

2006

2007

2008

2009

2010

2012202

2011

Research Master's Professional Master’s Professional Master's

Physical Sciences Degrees

150

135

1,200

100

1,001

1,000

50 800

0

40 27

605

600 400 2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

Professional Master’s 2002

1,200

2003

2004

2005

2006

2007

2008

2009

2010

2011

Physical Sciences Degrees Awarded Doctoral Life Sciences Degrees Awarded Research Master's

1,001

1,000

Physical Sciences Degrees

900

2003–2012 change

2007–2012 change

27%

-11%

29%

0%

5%

30%

30%

-11%

800Doctoral

600

700Research

400

Master’s

600

Professional Master’s

2011–2012 change 774

-11%

605

Doctoral Social Sciences Degrees Awarded

Professional Masters

Research Master’s Doctoral

Professional Master’s Research Master's Professional Master's

517

500

200

Physical Sciences Degrees Awarded

Research Master’s

181

0

800

Research Master’s Research Master's Professional Master’s Professional Masters

Doctoral

215

200

Humanities Degrees AwardedDegrees Physical Sciences Awarded Doctoral Doctoral

215 181

400 300

0

2002002

2003

2004

2005

2006

2007

2008

2009

2010

2011 135 122

100 0

Social 2002 Sciences Degrees 2003 2004

2005

2006

2007

2008

2009

2010

2011

900

Social Sciences Degrees Awarded

774

800

Doctoral

700

Research Master's

600

517

500 400

Professional Master's

Social Sciences Degrees Awarded

300

Doctoral

200

135 122

100 0 2002

2003

2004

2005

2006

2007

2008

2009

2010

Research Master’s Professional Master’s

2011 Humanities Degrees Awarded

Social Sciences Degrees

2003–2012 change

2007–2012 change

2011–2012 change

Doctoral

54%

23%

18%

Research Master’s

13%

7%

16%

Professional Master’s

70%

53%

36%

Doctoral Research Master’s Professional Master’s

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

33 Life Sciences Degrees Awarded

Graduate Student Degrees Awarded by Gender, Citizenship and Degree Type, 2003–2012

Graduate Students with US Citizen and Permanent Resident Status 500

Docto

450

Docto

250 200 150

Rese

359

350 300

Profe 279

500 450 400 146

157 359 147 119

350

50

398350 186

300 169 144

185

250 115 200

131 165 2006 124

350

2007

150

2009

2010 100

50

2012

300

57

0 257 150 314 100

247

50 114 113

118 2006 71

185

186

2010 169 144 121 2012 115 218

131 165 2006 124

2009

34

2007 2010

2006 165 131 124

2008

218

185 2012

131 165 124

Docto

2009

2010

2011

Docto

2012

Rese

Resea

247

Profe 314

150 2012

2011

118

257

Doctoral Female

Professional Master’s Female 112

Doctoral Female 398 71 80 Doctoral Male Female 2008Research Master’s 2009 2010 Research Master’s Male 2011 Professional 2012Master’s Female 218 Professional Master’s Male 185

247

2006

Research Master’s Male 71

Professional Master’s Male

Professional Master’s Female Professional Master’s 773 Male degrees 118 112 Doctoral Female 2006 71 Doctoral Male

80398

2012

2007

2009

Research Master’s Male

2010

Professional Master’s Female Professional Master’s Male

131 165 124

2011

2012

112

80

942 degrees

Research Master’s Female

2008

R

P

2012 118 71

Doctoral Male

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

2011

Doctoral Female

Research Master’s Male

124 2010

2010

Professional Master’s Female

131 165

2009

Research Master’s Male

2009

D

P

Research Master’s Female

68

247

80

Research Master’s Female

2007 114 2008 113

Profe D

R

112

Doctoral Male

150

Doctoral Male

71

Doctoral Female

314

Research Master’s Male 610 degrees

2011

Research Master’s Male

2011

314

71 68

2003 2004 2005 106 Doctoral Female 102 80 70 Doctoral Male 247 57 Research Master’s Female

2008

2010

Professional Master’s Male

2007 257

114 113

314

279

2009

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

195

118

803982007

2009

2010

Professional2004 Master’s Male 2005 2003

112

Research Master’s Female

Professional Master’s Female

Research Master’s Male 115

2012

80

0

71 68

2009

102 2011

200

2008

P

1,221 degrees

124

106

70

P

131 165

2008

250

150

398186 2007 169 Doctoral Male 144 121 Research Master’s Female

2006

Graduate Students with International Status 195

Doctoral Female Doctoral Male

Doctoral Female

Professional Master’s 2003 2004 Female 2005 218 Professional Master’s Male 185

121

279

R

R

124

1,014 degrees

Research Master’s Female

398

131 165

115

2005

D

218

185

169

144 121

Research Master’s Male

0

Profe D

186

100 102 300 50 1,030 degrees 250 0 200 2003 2004 157 146 150 147 Doctoral Female 398 119 100 102 279 Doctoral Male

218

Rese

398

400

2011

2012

Graduate Student Degrees Awarded by Ethnicity, 2003–2012

2003

Native American < 1% Hispanic African American 3% Multi-ethnic URM 2% < 1% Asian 11% International 37%

Undeclared 2%

2007

Asian 11%

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

< 1%

Native American

< 1% Hispanic Women earned 40% of total degrees granted 2% African American in award year 2012; 46% of these women were 2% Multi-ethnic URM international. Of the 398 women representing 3% non-US countries, 62% earned a professional Hawaii/Pacific Islan < 1% master’s degree with the most common discipline Asian Multi-ethnic 9% being the social sciences.

Non-URM 1%

International 42% Caucasian 38%

Undeclared 4%

2012

Asian

Of the 2,163 degrees awarded11% in 2012, 1,177 Multi-ethnic Non-URM were professional master’s degrees, 505 were < 1% doctoral degrees and 481 were research masInternational ter’s degrees.

The number of Doctoral degrees 42% awarded increased 23% over the past ten years, Caucasian and the number of professional degrees grew 38% 49% over that same time period.

In award year 2012, total degrees granted in the physicalUndeclared sciences represented 46% of the total 4% Graduate School degrees awarded. The social sciences accounted for 36%; and the humanities and social sciences awarded the remainder with 9% each.

Native American Hispanic 1% African American Multi-ethnic URM 4% 2% < 1%

Non-URM

n-URM

Multi-ethnic Non-URM 0%

Caucasian 45%

c Islander

ander

Hawaii/Pacific Islander < 1%

Native American In 2003, Cornell granted 610 degrees to internaHispanic 1% tional students.

By 2012, that number increased African American Multi-ethnic URM 4% 2% with more than 80 countries < 1% 55% to 942, represented, from Albania to Zimbabwe. Hawaii/Pacific Islander

International The percentage of minority students earning de44% grees over the past ten years has increased 33% Caucasian and the percentage of under-represented minor34% ity students earning degrees over the past ten years has increased 100%. Total minorities comprised 16% of those earning graduate degrees in 2012, while underrepresented minority students Undeclared received 9% of5% the total.

Native American < 1% Hispanic 2% African American 2% Multi-ethnic URM 3% Hawaii/Pacific Islander < 1% Asian Multi-ethnic 9% Non-URM 1% International 44% Caucasian 34%

Undeclared 5%

35

Graduate Student Degrees Awarded by Graduate Field; Award Year 2012 Graduate Field

Doctoral

Professional Masters

Research Masters

Aerospace Engineering

1

20

4

25

African and African-American Studies

0

1

0

1

Animal Science

7

0

2

9

Anthropology

7

0

5

12

Applied Economics and Management

7

1

13

21

Applied Mathematics

8

0

9

17

Applied Physics

4

9

13

26

Archaeology

0

0

2

2

Architecture

3

28

23

54

Art

0

0

2

2

Asian Literature, Religion and Culture

1

0

1

2

Asian Studies

0

0

5

5

Astronomy and Space Sciences

6

0

1

7

Atmospheric Science

0

0

1

1

10

0

0

10

Biochemistry, Molecular & Cell Biology Biological and Environmental Engineering

Grand Total

7

8

8

23

10

84

17

111

4

0

0

4

Chemical Engineering

13

35

8

56

Chemistry and Chemical Biology

15

0

31

46

Biomedical Engineering Biophysics

City and Regional Planning

7

48

6

61

12

78

9

99

Classics

1

0

0

1

Communication

5

0

4

9

Comparative Biomedical Sciences

8

0

2

10

Comparative Literature

6

0

3

9

Civil and Environmental Engineering

Computational Biology

1

0

0

1

16

97

14

127

Design and Environmental Analy

0

0

3

3

Design and Environmental Analysis

0

0

10

10

Development Sociology

7

0

3

10

Computer Science

Ecology and Evolutionary Biology

8

0

1

9

Economics

20

0

34

54

Education

7

17

4

28

Electrical and Computer Engineering

25

72

17

114

English Language and Literature

16

0

24

40

Entomology

6

0

1

7

Environmental Toxicology

5

0

0

5

Fiber Science and Apparel Design

5

0

3

8

Food Science and Technology

7

16

6

29

Genetics and Development

5

0

1

6

Geological Sciences

3

0

6

9

Germanic Studies

0

0

2

2

13

0

13

26

History

6

0

13

19

History of Art, Archaeology, and Visual Studies

0

0

2

2

Government

36

Graduate Field

Doctoral

Professional Masters

Research Masters

Horticulture

8

2

3

13

Hotel Administration

5

54

0

59

Human Development

6

0

11

17

Immunology and Infectious Disease

6

0

0

6

Industrial and Labor Relations

4

64

4

72

Information Science

4

11

0

15

International Agriculture and Rural Development

0

13

0

13

International Development

0

5

0

5

Landscape Architecture

0

19

0

19

Law

2

75

0

77

Linguistics

7

0

4

11

Management

8

0

10

18

Materials Science and Engineering

Grand Total

1

4

15

20

Mathematics

11

0

7

18

Mechanical Engineering

11

46

19

76

Medieval Studies

2

0

0

2

10

0

0

10

Molecular and Integrative Physiology

2

0

0

2

Music

9

0

3

12

Natural Resources

6

0

7

13

Near Eastern Studies

1

0

2

3

Neurobiology and Behavior

5

0

0

5

11

0

2

13

Operations Research and Information Engineering

6

87

9

102

Pharmacology

1

0

0

1

Philosophy

5

0

5

10

Microbiology

Nutrition

Physics

21

0

23

44

Plant Biology

8

0

3

11

Plant Breeding

2

7

3

12

Plant Pathology and Plant-Microbe Biology

5

0

0

5

Policy Analysis and Management

4

30

2

36

Psychology

4

0

1

5

Public Affairs

0

110

0

110

Real Estate

0

20

0

20

Regional Science

2

0

2

4

Romance Studies

10

0

6

16

Science and Technology Studies

4

0

2

6

Sociology

2

0

1

3

Soil and Crop Sciences

5

2

8

15

Statistics

5

49

2

56

Systems Engineering

0

65

0

65

Theatre Arts

3

0

0

3

Theoretical and Applied Mechanics

6

0

1

7

Zoology and Wildlife Conservation

1

0

0

1

505

1,177

481

2,163

Grand Total

37

Average Completion Rate and Median Time to Degreeâ&#x20AC;&#x201D;Doctoral Program by Field Discipline

Average Median Time Completion Rate to Degree (yrs)

Discipline

Average Median Time Completion Rate to Degree (yrs)

Humanities

63%

6.8

Plant Pathology and Plant-Microbe Biology

85%

5.6

Life Sciences

78%

5.7

Psychology

65%

5.5

Physical Sciences

74%

5.6

Soil and Crop Sciences

87%

5.7

Social Sciences

70%

5.9

Zoology and Wildlife Behavior

86%

5.9

Total (included admit years 1987â&#x20AC;&#x201C;2005)

71%

5.8 Physical Sciences

74%

5.6

Humanities

63%

6.8

Aerospace Engineering

73%

5.4

Architecture

47%

6.4

Applied Mathematics

80%

5.6

Asian Religions

80%

7.6

Applied Physics

69%

6.0

Classics

55%

6.5

Astronomy and Space Sciences

83%

6.0

Comparative Literature

73%

7.1

Atmospheric Science

68%

6.4

East Asian Literature

59%

8.0

Biological and Environmental Engineering

77%

5.5

75%

5.2

English Language and Literature

74%

6.6

Biomedical Engineering

Germanic Studies

64%

7.5

Chemical Engineering

81%

5.6

74%

5.5

History

52%

7.5

Chemistry and Chemical Biology

History of Art, Archaeology, and Visual Studies

64%

7.7

Civil and Environmental Engineering

66%

5.4

Medieval Studies

64%

6.4

Computer Science

71%

5.9

Music

78%

6.6

Electrical and Computer Engineering

78%

5.4

Near Eastern Studies

52%

6.9

Fiber Science and Apparel Design

64%

4.7

71%

5.8

Philosophy

51%

6.4

Geological Sciences

Romance Studies

73%

5.7

Materials Science and Engineering

71%

5.4

74%

5.5

Science and Technology Studies

71%

6.8

Mathematics

Theatre Arts

54%

6.7

Mechanical Engineering

70%

5.4

Operations Research and Information Engineering 71%

5.1

Life Sciences

78%

5.7

Physics

76%

6.2

Animal Science (includes Animal Breeding)

76%

5.5

Theoretical and Applied Mechanics

86%

5.2

Biochemistry, Molecular & Cell Biology

83%

6.0

Biometry

43%

5.4

Social Sciences

70%

5.9

72%

7.3

Biophysics

76%

6.1

Anthropology

Comparative Biomedical Sciences

81%

5.0

Applied Economics and Management

62%

5.6

100%

5.7

City and Regional Planning

71%

6.4

84%

6.5

Communication

55%

5.7

55%

7.3

Computational Biology Ecology and Evolutionary Biology Entomology

86%

5.8

Development Sociology

Environmental Toxicology

78%

5.3

Economics

76%

5.7

Food Science and Technology

82%

5.3

Education

57%

5.0

67%

7.3

Genetics and Development

82%

6.0

Government

Horticulture

69%

4.7

Hotel Administration

85%

7.0

68%

5.2

Immunology

71%

5.1

Human Development

Microbiology

74%

5.5

Industrial and Labor Relations

71%

5.7

100%

5.4

Molecular and Integrative Physiology

73%

5.3

Information Science

Natural Resources

70%

6.4

Law

79%

4.7

68%

6.0

Neurobiology and Behavior

84%

6.3

Linguistics

Nutrition

70%

6.1

Management

73%

6.0

Pharmacology

77%

6.0

Policy Analysis and Management

60%

5.1

80%

6.8

Plant Biology

78%

6.0

Regional Science

Plant Breeding

90%

5.1

Sociology

56%

6.1

Statistics

71%

5.0

38

financial support Doctoral Degrees Total = 2,947 Other Fellow 7%

Self/Unknown 5%

CU Fellow 8%

Graduate students are supported through assistantships, fellowships and self-funding. A fellowship is an arrangement in which financial support is given to a graduate student to pursue his or her degree without any obligation on the part of the GA/TAresearch in student to engage in teaching and/or Self/Unknown 29% 44% furtherance of the university’s academic mission.

Fellowships are generally merit-based awards intended to support a student in a full-time course of study.

GRA/RA

CU Fellow 20%

GRA/RA 36%

GA/TA 32%

18%

Assistantships are an arrangement in which financial support is given to a graduate student Other Fellow who engages in1% teaching and/or research in furtherance of the university’s academic mission, as well as his or her graduate education. At Cornell, assistantships include teaching assistantships (TA), graduate assistantships (GA), graduate research CU Fellow 8% assistantships (GRA), and research assistantships GA/TA (RA).

4% GRA/RA

Research Master’s Degrees Total = 255

CU Fellow 8%

1%

The Graduate School strives to provide fellowship Other Fellow 1% support to its students, and while external fellowship support has fallen over the past five years (-11%), Cornell offset that decline with Cornell fellowships (16% increase since fall 2006).

GA/TA 29%

Self/Unknown 44%

Self/Unknown 86%

GRA/RA 18% Other Fellow 1%

Professional Master’s Degrees Total = 1,651

CU Fellow 8%

GA/TA 4% GRA/RA 1% Other Fellow 1%

A Self/Unknown 86%

39

Graduate Student Financial Support by Discipline and Degree Type, Fall 2010 Discipline

Doctoral

Research Master’s

Professional Master’s

Total

Humanities CU Fellow

172

45%

1

3%

10

9%

183

GA/TA

198

52%

27

93%

21

19%

246

Other Fellow

8

2%

0

0%

0

0%

8

Self/Unknown

1

0%

1

3%

82

73%

84

379

100%

29

100%

113

100%

521

Total

Life Sciences CU Fellow

78

11%

12

17%

2

6%

92

GA/TA

187

26%

22

32%

0

0%

209

GRA/RA

334

47%

23

33%

4

12%

361

Other Fellow

80

11%

0

0%

0

0%

80

Self/Unknown

39

5%

12

17%

27

82%

78

718

100%

69

100%

33

100%

820

CU Fellow

178

14%

1

2%

29

4%

208

GA/TA

345

27%

6

9%

2

0%

353

GRA/RA

642

50%

18

27%

9

1%

669

Other Fellow

52

4%

2

3%

0

0%

54

Self/Unknown

57

4%

39

59%

703

95%

799

1,274

100%

66

100%

743

100%

2,083

Total Physical Sciences

Total

Social Sciences CU Fellow

130

23%

7

8%

194

25%

331

15

3%

1

1%

7

1%

23

GA/TA

232

40%

18

20%

51

7%

301

GRA/RA

159

28%

5

5%

8

1%

172

40

7%

60

66%

502

66%

602

576

100%

91

100%

762

100%

1,429

Other Fellow

Self/Unknown Total

Grand Total

2,947

Note: does not include in absentia students

40

255

1,651

4,853

Graduate Student Financial Support by College and Degree Type, Fall 2011 Discipline

Doctoral

Research Master’s

Professional Master’s

Total

Agriculture and Life Sciences CU Fellow

77

10%

11

5%

5

8%

93

GA/TA

218

28%

26

20%

20

19%

264

GRA/RA

330

43%

34

4%

4

24%

368

95

12%

0

2%

2

0%

97

Other Fellow Self/Unknown Total

46

6%

31

107%

109

22%

186

766

100%

102

137%

140

73%

1,008

Architecture, Art and Planning CU Fellow

9

27%

1

4%

11

4%

21

16

48%

11

41%

21

9%

48

GRA/RA

1

3%

0

0%

2

1%

3

Other Fellow

0

0%

0

0%

5

2%

5

GA/TA

Self/Unknown Total

7

21%

15

56%

208

84%

230

33

100%

27

100%

247

100%

307

Arts and Sciences CU Fellow

301

28%

4

12%

12

55%

317

GA/TA

512

47%

21

64%

0

0%

533

GRA/RA

215

20%

0

0%

0

0%

215

30

3%

1

3%

0

0%

31

Other Fellow Self/Unknown Total

36

3%

7

21%

10

45%

53

1,094

100%

33

100%

22

100%

1,149

Engineering CU Fellow

168

20%

1

GA/TA

171

21%

GRA/RA

379

46%

71

9%

Other Fellow Self/Unknown Total

2%

28

4%

197

3

7%

2

0%

176

9

20%

8

1%

396

1

2%

0

0%

72

42

5%

32

70%

735

95%

809

831

100%

46

100%

773

100%

1,650

Hotel Administration CU Fellow

0

0%

0

0%

1

2%

1

GA/TA

2

100%

0

0%

0

0%

2

Other Fellow

0

0%

0

0%

0

0%

0

Self/Unknown

0

0%

4

100%

59

98%

63

Total

2

100%

4

100%

60

100%

66

41

Graduate Student Financial Support by College and Degree Type, Fall 2011, continued

Discipline

Doctoral

Research Master’s

Professional Master’s

Total

Human Ecology CU Fellow

10

18%

2

5%

56

20%

68

GA/TA

29

52%

11

30%

5

2%

45

GRA/RA

14

25%

2

5%

1

0%

17

Other Fellow

0

0%

1

3%

0

0%

1

Self/Unknown

3

5%

21

57%

222

78%

246

56

100%

37

100%

284

100%

377

Total

Industrial and Labor Relations CU Fellow

2

6%

0

0%

17

14%

19

GA/TA

7

22%

1

33%

20

16%

28

GRA/RA

23

72%

1

33%

5

4%

29

Other Fellow

0

0%

0

0%

0

0%

0

Self/Unknown

0

0%

1

33%

83

66%

84

32

100%

3

100%

125

100%

160

Total

Law CU Fellow

9

75%

0

n/a

0

n/a

9

Other Fellow

0

0%

0

n/a

0

n/a

0

Self/Unknown Total

3

25%

0

n/a

0

n/a

3

12

100%

0

n/a

0

n/a

12

Management CU Fellow

4

GA/TA Other Fellow

10%

0

n/a

0

n/a

4

2

5%

n/a

0

n/a

2

0

0%

0

n/a

0

n/a

0

GRA/RA

33

85%

0

n/a

0

n/a

33

Total

39

100%

0

n/a

0

n/a

39

Veterinary Medicine CU Fellow

8

10%

2

67%

0

n/a

10

GA/TA

5

6%

0

0%

0

n/a

5

GRA/RA

59

72%

0

0%

0

n/a

59

Other Fellow

10

12%

0

0%

0

n/a

10

Self/Unknown

0

0%

1

33%

0

n/a

1

82

100%

3

100%

0

n/a

85

2,947

100%

255

100%

1,651

100%

4,853

Total Grand Total

42

Doctoral Degree Student Support by Discipline, Fall 2002, 2006, and 2011

Fall 2002

%

Fall 2006

%

Fall 2011

%

Fall 2002– Fall 2011 change

Fall 2006– Fall 2011 change

Humanities CU Fellow

132

41%

123

33%

172

45%

30%

40%

GA/TA

172

54%

210

56%

198

52%

15%

-6%

0

0%

0

0%

0

0%

n/a

n/a

Other Fellow

12

4%

19

5%

8

2%

-33%

-58%

Self/Unknown

5

2%

22

6%

1

0%

-80%

-95%

321

100%

374

100%

379

100%

18%

1%

GRA/RA

Total

Life Sciences CU Fellow

176

22%

148

19%

78

11%

-56%

-47%

GA/TA

178

23%

191

24%

187

26%

5%

-2%

GRA/RA

347

44%

324

41%

321

45%

-7%

-1%

Other Fellow

37

5%

92

12%

93

13%

151%

1%

Self/Unknown

50

6%

44

6%

39

5%

-22%

-11%

788

100%

799

100%

718

100%

-9%

-10%

Total

Physical Sciences CU Fellow

162

14%

137

11%

208

16%

28%

52%

TA/GA

350

31%

339

28%

346

27%

-1%

2%

RA/GRA

533

47%

548

45%

573

45%

8%

5%

Other Fellow

55

5%

100

8%

90

7%

64%

-10%

Self/Unknown

24

2%

88

7%

57

4%

138%

-35%

1,124

100%

1,212

100%

1,274

84%

13%

5%

Total

Social Sciences CU Fellow

147

27%

100

19%

130

23%

-12%

30%

TA/GA

223

40%

237

45%

231

40%

4%

-3%

RA/GRA

135

24%

116

22%

160

28%

19%

38%

Other Fellow

19

3%

21

4%

15

3%

-21%

-29%

Self/Unknown

28

5%

56

11%

40

7%

43%

-29%

552

100%

530

100%

576

100%

4%

9%

Total

All Disciplines CU Fellow

617

22%

508

17%

588

20%

-5%

16%

TA/GA

923

33%

977

34%

962

32%

4%

-2%

1,015

36%

988

34%

1,054

36%

4%

7%

Other Fellow

123

4%

232

8%

206

7%

67%

-11%

Self/Unknown

107

4%

210

7%

137

5%

28%

-35%

Grand Total

2,785

100%

2,915

100%

2,947

100%

6%

1%

RA/GRA

43