20 11 – 12
Cornell Graduate School Annual Report Student QUOTE, ligenim ilicium rem la ium re, optat aturem nis explani hilicil iducit mod ea doleni con re et occullesed unt, quost landesti
nonserit rehenem. Namus accum is quid utatiae. Nam, occusap itatem volorestint, vel ma cuptatempore sus digent vendem. Inistiat.Modi quiant id quaeseque in peligenesed ut occab ilignim poribus si cum simi, volente comnihic temporeste offic tem re plate rem faccusa ntiuris excesto omnissu
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
???
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
4
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
5
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.
Here is a caption for the photo above. This is the caption for the image.
8
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?
learn more
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. 9
priority two
student experience
mission Through programming and infrastructure, the Graduate School encourages the development of a diverse community, optimizes professional development opportunities, prepares students for a multiplicity of career paths, and helps students experience considerable flexibility, freedom, and independence in their academic programs. goal one Enhance graduate/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. 11
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.
learn more
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.
need hi res photo
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. 17
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
20
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