Cornell Graduate School ANNUAL REPORT...of the Graduate School, was named chair-elect for 2014 of the Council of Graduate Schools (CGS). After her one-year term as chair-elect, Knuth

Cornell Graduate School ANNUAL REPORT 2013–2014

contents

3 About the Graduate School

4 Letter from the Dean

6 Quick Look

9 Program Assessment

and Learning

12 Student Experience

14 Inclusion

16 Financial Support

18 Field, Faculty, and Staff Support

19 Visibility

20 Statistics and Tables

Sheri NotaroAssociate Dean for Inclusion and Professional Development

Jan AllenAssociate Dean for Academic and Student Affairs

Jason KahabkaAssistant Dean for Student Services and Administration

Janna LameyAssistant Dean for Graduate Student Life

Sarah WickerAssociate Dean for Administration

Barbara A. KnuthVice Provost and Dean of the Graduate School

Our mission The mission of the Graduate School

is to enhance the intellectual life of the university by enabling

graduate and professional students to undertake scholarly study

and advanced research and to prepare for professional work in

multiple career paths. The Graduate School focuses on the following

strategic areas to fulfill our mission.

Assessment and Learning: To promote excellence in learning, the

Graduate School leads and coordinates the University’s graduate

assessment initiatives, and pursues partnership and external

funding opportunities to develop innovative structures in support of

scholarly and professional development.

Field, Faculty, and Staff Support: By coordinating the graduate

field structure and administering 16 degrees and nearly 100

graduate fields, we strive for seamless, efficient, and aligned

services that enable fields to devote more of their efforts and

resources to research, scholarship, and instruction.

Student Experience: Through programming and infrastructure,

the Graduate School encourages the development of a diverse

community, optimizes professional and personal development

opportunities, prepares students for a multiplicity of career paths,

and helps students experience considerable flexibility, freedom, and

independence in their academic programs.

Visibility: Through internal and external communications, we

celebrate and promote the talent, research, and leadership of

students and faculty in the graduate education system at Cornell,

and inform our constituent audiences of important trends and

initiatives in higher education.

Our vision The Graduate School provides critical strategic

leadership and administrative and academic structures within which a diverse

group of students and faculty in the graduate field system find the support,

governance systems, and encouragement to thrive intellectually, professionally,

and personally, and achieve academic excellence.

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

from December 2014 to December 2015.

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

leadership spotlightDean Barbara A. Knuth

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Dear Friends and Colleagues,

In his 2013 State of the University Address, Cornell University Presi-dent Skorton linked global eco-nomic progress with innovation and emphasized that the “core ingredient in an eco system of in-novation is talent—the so-called human capital that brings the best ideas, creativity and invention to bear on problems and opportuni-ties.” Cornell’s graduate students are the embodiment of that talent.

Graduate students make up about a third of Cornell’s student popu-lation and are critical to the life of the university, its research and scholarship. Our programs, many of which are ranked in the top ten according to U.S. News and World Report, attract top students. Admissions in 2013–2014 was highly competitive with 18,988 applications and a doctoral accep-tance rate of 14%.

This year, the University renewed its focus on graduate and pro-fessional students by creating a structure of staff and students to support and implement the Grad-uate and Professional Student

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

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

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

letter from the Vice Provost and Dean

provide insight and metrics into learning and career outcomes, student experience, and financial support. In 2014, we began focus-ing on interpreting the data and using that information to make substantive improvements to aca-demic and professional develop-ment programs and suggest areas

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

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

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

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

Agriculture and Life Sciences from 2007 to 2010.

Based in Washington, D.C., CGS is an organization of more than 500 institutions of higher education in the United States and Canada engaged in graduate education and research. CGS members award 92 percent of U.S. doctoral degrees and 78 percent of master’s degrees.

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for graduate fields to consider addressing. In response to these surveys, we began fine-tuning ongoing programs and develop-ing new programs to meet needs indicated by the surveys and to improve the student experience. The survey effort is ongoing, and the Graduate School will continue to make detailed data available to the graduate fields and summary data available more broadly.

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

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

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

General Committee of the Graduate School 2013–2014

Dean Barbara A. Knuth Graduate School

Associate Dean Jan Allen Graduate School

Associate Dean Sarah Wicker Graduate School

Associate Dean Sheri Notaro Graduate School

Siddarth Chandrasekaran graduate student 2015

Jennifer Shin graduate student 2014

Members-at-Large

Professor Cole Gilbert Entomology 2015

Professor Maurine Linder Pharmacology 2015

Professor Joel Brock Applied Physics 2017

Professor Shorna Allred Natural Resources 2017

Humanities

Professor Deborah Castillo Romance Studies 2015

Professor Rebecca Harris-Warrick Music 2017

Social Sciences

Professor Poppy McLeod Communication 2015

Professor Linda Williams Development Sociology 2017

Life Sciences

Professor Joseph Fetcho Neurobiology and Behavior 2015

Professor Paul Soloway Nutrition 2017

Physical Sciences

Professor Margaret Frey Fiber Science and Apparel Design 2015

Professor Lois Pollack Applied Physics 2017

Graduate School leadership

Name Field or Affiliation Term End

2015

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quick lookCornell Graduate School

50%women

applications admitted students

funding

fund

ing

sour

ces

13,0762004

18,9882013

32%increase

in applications

32% Graduate Research Assistant/ Research Assistant

34% Graduate Assistant/ Teaching Assistant

18% Cornell University Fellowship

10% External Fellowship

6% Other funding

31%international

96%of PhD students are

FULLY funded

U.S. Male (30%)

U.S. Female (28%)

International Male (19%)

International Female (22%)

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enrollment

ENROLLMENT FACTS

graduates

Foreign nationals make up 44% of the graduate student body

Enrollment has increased 14% over the last ten years

Physical sciences & engineering enrollment increased 35% since 2004

3.

2.

1.

52%Professional Degrees

25%ResearchMasters23%

Ph.D.

1638

3494

32%Professional Degrees

68%Research Degrees (Ph.D. & M.A./M.S.)

2211

graduation

degrees awarded

511549

1151

32% Professional Degrees (1638)

68% Research Degrees (Ph.D. & M.A./M.S.) (3494)

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for 2013–2014six priorities

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

Topping the engineering categories was biological/agricultural at No. 4, followed by materials (6), industrial/manufacturing/systems (7), computer (8), mechanical (8), civil (9), aerospace/aeronautical/astronautical (9) and electrical/electronic/communications (10). The university’s overall engineering ranking remained at No. 13. Three other engineering areas were in the top 20: environmental/environmental health engineering (11), biomedical engineering/bioengineering (15) and chemical (18).

Among all computer science programs, Cornell ranked No. 6. Programming language and computer theory were both ranked No. 6, and artificial intelligence was No. 9.

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

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

spotlight on the best graduate programs

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

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

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

Assessing attainment of learning outcomes during the program and at graduation is an important com-ponent of all doctoral degree programs at Cornell. Each individual doctoral program has identified learning outcomes and assessment plans, and uses those to guide program development, curriculum, and student support structures. Arguably, the best measure of doctoral learning outcomes may be the career outcomes for graduates over their lifetime, reflecting the life-long benefit of doctoral educa-

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tion. In January 2014 we began implementing a doctoral career outcome survey, staggered by years. Data will be available in 2014–2015.

program assessment and learningPRIORITY ONE

Fields of Study Changes

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

• Intercultural Engagement

• Landscape & Environment

• Materiality

• Museums and Heritage

• Politics & Complexity

• Ritual & Religion

• Visual Culture

No longer an active concentration:

• Environmental archaeology

• Historical archaeology

• Medieval archaeology

• Stone-age archaeology

Applied Economics and Management

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

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

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

Yula Kapetanakos has been studying the conservation of Asian vultures, including genetics and demography of four nearly extinct species, for the

Ph.D. ‘trailblazers’ honored at hooding ceremony

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

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

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

By Daniel Aloi

10

Dean Knuth hooding recent graduate.

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

Archaeology

New major concentrations:

• African Archaeology

• Archaeology of Europe, the Caucasus, & Eurasia

• North American Archaeology

• South & East Asian Archaeology

Renamed major concentration:

• Latin American & Caribbean Archaeology

New minor concentration:

• Archaeological Science

• Economy & Exchange

• Identity

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to “tackle societal problems” globally and locally.

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

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

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

service, think tanks, nonprofits or corporations.

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

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

Skorton said, mentioning his own journey from M.D. to biomedical researcher to university administrator. “Many of you will not only change specific jobs but also shift careers … No matter what your next steps will be, I hope you will use the same hard-won skills … to tackle societal problems, global ones, national ones, international ones, as well as the problems in each of your communities.”

New major concentration:

• Food and Agricultural Economics

• Environmental, Energy and Resource Economics

• International and Development Economics

• Management

New major concentration for the M.P.S. degree

• Applied Behavioral Economics and Individual Choice

• Food and Agricultural Economics

• Environmental, Energy and Resource Economics

• International and Development Economics

• Management

Biometry was deactivated.

Economics

Established a new concentration in Economics of Education

Began awarding the Master of Arts in Economics to Ph.D. students in the field of policy analysis and management.

Industrial and Labor Relations

Created a new M.P.S. in Human Resources

LEARN MORE

U.S. News and World Report rankings

Doctoral Experience Assessment Report

Complete list of graduate fields

President Skorton applauding graduates at the Commencement ceremony.

Created two new concentrations

• Human Resource Management

• Labor Relations, Economics, and Organizational Behavior

Registration of dual degree programs

M.P.A. (Public Affairs)/M.H.A. (Policy Analysis and Management)

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

The quality of their graduate curricu-lum and their student life experience at Cornell also received good-to-excellent ratings from 86 and 80 percent, respectively, of doctoral stu-dents who responded to the survey.

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

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

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

doctoral candidates across humani-ties disciplines at Cornell is 6.8 years vs. 9.2 years nationally; the university also has shorter median time-to-degree in the life sciences (5.7 vs. 6.9 years), physical sciences (5.6 vs. 6.5 years) and social sciences (6.0 vs. 7.7 years), compared with national figures.

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

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In 2013–2014, the Graduate School refined and expanded our programming, collected data to evaluate the student experience and formed work-ing groups under the umbrella of the Graduate and Professional Student Assembly’s Graduate and Professional Community Initiative (GPCI). The working groups’ focus areas connect to many existing programs and offices through the graduate

community, for exam-ple the Family Ser-vices Working Group involves the Gradu-ate School’s Office of Graduate Student Life, Human Resources, Housing and other Cornell units.

spotlight on doctoral experience

good to excellent

91%

academic experience

good to excellent

86%

graduate curriculum

approve of

80%

student life

student experiencePRIORITY TWO

1902programming

hours of

1875participants

Graduate School staff developed more than 1902 hours of programming that served 1875 partici-pants. This included 492 hours of writing programs, 634 hours of professional and personal develop-ment events, with events

like Fellowships 101 and Writing for the Academic Journal. The Big Red Barn alone hosted 688 hours of programs and events.

A report based on the results of doctoral student exit and experience surveys was published in April 2014. Detailed graduate field-level analyses available to Directors of Graduate Studies and Graduate Field

spotlight on students with families

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LEARN MORE

Online resources and information for students with families

Linked In Graduate School Networking Group

Doctoral Student Experience Assessment

Complete article on Dissertation Boot Camps, Write-Ins and Writing Retreats

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

The Graduate School Offices of Inclusion and Professional Development, Academic and Student Affairs, Graduate Student Life, and the Cornell University Center for the Integration of Research, Teaching, and Learning (CU-CIRTL) are imple-menting and continually reassessing programs de-signed to help foster timely and successful degree completion and enhance graduate student life. Programs target six core competencies (Communi-cation, Teaching, Personal Development, Respon-sible Conduct of Research, Career Development, Leadership & Management) and their associated transferable skills.

With resources ranging from health care to library cards, Cornell provides a rich selection of services for students with spouse/partners and children. This year, we expanded and focused these efforts further to provide a holistic and comprehensive

approach—particularly for graduate and professional student families.

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

Since the committee’s initial meeting in July 2013, the Office of Graduate Student Life has supported the following activities designed to improve the family experience.• New online resources and information for students with

families• Listservs for the student family population • Kids Science Day at the Big Red Barn• Student spouses/partners looking for employment• Student spouses/partners looking for support and

community involvement• Graduate / Professional students with child(ren)

that are looking for support from others similar in experience

• Development of a student families resource handcard that could be used by all programs to consolidate resource and information online

• An annual Welcome Orientation, sponsored by Hasbrouck, for all students with families in August

• Employment Assistance for partners• Childcare grants for students with children continue

to be administered by the Office of Student and Community Support

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

Students work on their dissertations at the Dissertation Boot Camp.

Kids Science Day

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

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

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

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

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

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In 2013–2014, the Graduate School recruit-ed a diverse group of new students and supported our current students from popu-lations traditionally underrepresented in graduate education.

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

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

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

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

The Bouchet Society recognizes outstanding scholarly achievement

spotlight on the Bouchet Honor SocietySix inducted into graduate honor society

By Susan S. Lang

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

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

PRIORITY THREE

inclusion

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

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

Chavez Carter, a graduate of Alcorn State University and a Bouchet Scholar, attended the Annual Biomedical Research Conference for Minority Students in Nashville, Tennesee. Judith Alonzo, a former McNair Scholar and

graduate of the University of Massachusetts in Boston, attended the annual SACNAS conference (Society for Advancement of Chicanos and Native Americans in Science), and Katherine Herleman, a McNair Scholar and graduate of Florida International University, attended a recruitment event at her alma mater.

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

LEARN MORE

Slideshow from the Diversity in Scholarship and Engagement Symposium

Graduate School Ambassadors

Office of Inclusion and Student Engagement

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

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

spotlight on Graduate School AmbassadorsNew program aims to bring current and prospective students together

FROM TOP: Chavez Carter, Judith Alonzo, Katherine Herleman

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academic contributions of Bouchet, the first African-American to earn a doctorate from a U.S. university. He earned a doctorate in physics from Yale in 1876.

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

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As a doctoral student whose research interests center on the medieval Mediterranean, Kristen Streahle began researching the painted ceiling of the Palazzo Chiaramonte-Steri, a fourteenth-century baronial palace. The ceiling seemed to offer an ideal lens into the artistic and socio-political world of medieval Sicily.

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

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

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

spotlight on research travel grants

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

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

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LEARN MORE

Enhancing Student Financial Education

CU-CIRTL

BEST

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

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

The Cornell University Center for the Integra-tion of Research, Teaching and Learning received

financial supportPRIORITY FOUR

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

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

Palermo, SicilyXe

rone

s/CC

BY

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spotlight on enhancing student financial literacy

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

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

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

At the same time, graduate students can often feel that they are falling behind their peers when it comes to reaching larger savings goals. Students may be unsure how to start thinking about the long term while living on stipends.

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

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

While some students may be for-tunate enough to have had good savings habits modeled for them by family, many other students grew up in households where money wasn’t

discussed openly, or where paycheck-to-paycheck budgeting meant that long-term saving was difficult or impossible. For these students, programs like Cornell’s might be their first chance to learn the basics of financial literacy.

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

For Meyer-Gutbrod, the most helpful aspect of the series was the expla-nation of different savings options. “Many graduate students are aware of the importance of budgeting and sav-ing, but that doesn’t mean we know what to do with our savings once we have squirreled a bit away,” she says.

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

Assistant Dean for Graduate Stu-dent Life, who organized the CA$H COUR$E seminars. “But there was more interest than we anticipated in issues like retirement and invest-ment options. We continue to poll our students to determine the topics that are most important to them to inform our seminar series. As a result, future

sessions about student loans, debt management, and negotiation are in the works.”

In addition to creating a website with information and tools that will foster financial lit-eracy, the Graduate School is develop-ing a peer mentor-

ing program. Peer mentors, who may have experienced the unique financial issues that can come with being a student, will share information, rein-force responsible financial decision making, and direct students to finan-cial planners when appropriate.

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

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

92%of Cornell Ph.D.s

incurred during graduate study

GRADUATEwithout debt

18

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

Ask Ezra

Finding administrative information on Cornell’s decentralized campus can provide challenges for current and prospec-tive students. To make

commonly requested information more accessible, the Graduate School’s Student Services team—in partnership with the Office of the Bursar, Office of Financial Aid and Student Employment, and the Office of the University Registrar—implemented a cloud-based intelligent FAQ system.

field, faculty, and staff supportPRIORITY FIVE

7employees

full-time

100fields of study

nearly

5000students

more than

Ask Ezra is a searchable knowledgebase of commonly-asked questions. Students ask questions using plain English, and AskEzra identifies the most relevant answer. Based on user input, AskEzra learns what responses students find most helpful and offers better and more satisfying responses.

Remedy

Each year, Student Services receives thousands of emails with over 3000 reported in the first three weeks of December alone. The Student Services team needed to find a way to answer emails more

efficiently. They found Remedy, a ticketing system used by many help desks, including Cornell’s own CIT.

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

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

Application Improvements

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

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

The 2014 Spencer T. and Ann W. Olin Lecture

The Graduate School is pleased to present an evening withlegendary human-rights and prison-reform activist and professor

Book signing and reception in the Beck Center Atrium following lecture

Graduate School Dean’s Office, 350 Caldwell Hall

Willard Straight Hall

Buffalo Street Books, DeWitt Mall, Ithaca

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

Angela DavisFriday, April 25, 20147:30 p.m.Alice Statler AuditoriumCorner of Campus Road and Statler Drive are available at:

free tickets

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

Graduate School Newsletter

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

spotlight on social networks

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

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

Graduate school creates networking opportunities

LinkedIn

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

Graduate School Announcements

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

Spotlights

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

visibilityPRIORITY SIX

LEARN MORE

Graduate School Announcements

Graduate School Newsletter

You Belong at Cornell

19

Friday, April 25, 2014 7:30 p.m. CAlice Statler Auditorium orner of Campus Road and Statler Drive

20

and tablesstatistics

21

applications, admittances, and matriculations

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

5,500

6,000

6,500

7,000

7,500

8,000

8,500

9,000

9,500

10,000

10,500

11,000

11,500

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Doctoral Degree Applicants Doctoral Degree Admits Doctoral Degree Matriculants

Research Master’s Degree Applicants Research Master’s Degree Admits Research Master’s Degree Matriculants

Professional Master’s Degree Applicants Professional Master’s Degree Admits Professional Master’s Degree Matriculants

9,801

3,737

1,639

8,945

3,437

1,000

10,676

5,642

1,773

Fall 2004–2013 Admissions Notes

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

Doctoral Degree Applicants -2% 19% 24%

Doctoral Degree Matriculants 3% 17% 15%

Research Master’s Degree Applicants 13% 47% 48%

Research Master’s Degree Matriculants 11% 70% 63%

Professional Master’s Degree Applicants 0% 75% 106%

Professional Master’s Degree Matriculants -1% 36% 71%

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

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

For all degrees, the “admit rate” over the past ten years has declined, indicating the increasing competitiveness of Cornell graduate programs. In those same ten years, yield for all degree types has increased - an illustration of the high caliber student Cornell has matriculated. The doctoral admit rate in 2013 was 14%; the yield was 42%.

Yield

Graduate Student Admissions by Degree Type, 2004–2013

8,7399,086

10,812

1,330 1,338

1,971

3,007

3,547

6,208

0

500

1000

1500

2000

2500

3000

3500

4000

4500

5000

5500

6000

6500

7000

7500

8000

8500

9000

9500

10000

10500

11000

11500

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Doctoral Degree Applications Doctoral Degree Admittances Doctoral Degree Matriculations

Research Master's Degree Applications Research Master's Degree Admittances Research Master's Degree Matriculations

Professional Master's Degree Applications Professional Master's Degree Admittances Professional Master's Degree Matriculations

10

20

30

40

50

60

2004 2008 2013

Doctoral Students

Professional Master’s Students

Research Master’s Students

70

11%

0%

-1 %

22

3,394 26%

2,497 19%

4,481 34%

2,704 21%

993 31%

852 27%

808 25%

549 17%

481 35%

324 24%

344 25%

21416%

3,550 25%

2,638 19%

4,859 35%

2,924 21%

992 33%

733 25%

778 26%

481 16%

51634%

35323%

38626%

255 17%

4,351 23%

2,900 15% 6,972

37%

4,805 25%

1,291 29%

87120%

1,255 29%

96922%

604 30%

42221%

53627%

433 22%

4,183 22%

2,943 15% 6,974

37%

4,888 26%

84519%

1,242 29%

1,309 30%

966 22%

60630%

44922%

53527%

42421%

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

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

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

APPLICATIONS

ADMITTANCES

MATRICULATIONS

Fall 2004 Fall 2012 Fall 2013Fall 2008

US Male US Female Int’l Male Int’l Female

TOTAL: 13,076 TOTAL: 13,971 TOTAL: 19,028 TOTAL: 18,988





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

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

*Degree-seeking students only

23

1,363

1,529

2,014

90 103 144

238

264 362

598 617 632

437

648

1,020

0

500

1,000

1,500

2,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

13,076

13,971

18,988

580 676 1,014

1,740 1,531 2,169

4,176 4,139 4,420

7,160

8,301

12,399

0

5,000

10,000

15,000

20,000

2004 2005 2006 2007 2008 2010 2011 2012 2013 2009

3,202

2,984

4,362

159 181 273

483 477 701

1,362

1,113 1,248

1,198

1,394

2,413

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

1,363

1,529

2,014

90 103 144

238

264 362

598 617 632

437

648

1,020

0

500

1,000

1,500

2,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

13,076

13,971

18,988

580 676 1,014

1,740 1,531 2,169

4,176 4,139 4,420

7,160

8,301

12,399

0

5,000

10,000

15,000

20,000

2004 2005 2006 2007 2008 2010 2011 2012 2013 2009

3,202

2,984

4,362

159 181 273

483 477 701

1,362

1,113 1,248

1,198

1,394

2,413

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

1,363

1,529

2,014

90 103 144

238

264 362

598 617 632

437

648

1,020

0

500

1,000

1,500

2,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

13,076

13,971

18,988

580 676 1,014

1,740 1,531 2,169

4,176 4,139 4,420

7,160

8,301

12,399

0

5,000

10,000

15,000

20,000

2004 2005 2006 2007 2008 2010 2011 2012 2013 2009

3,202

2,984

4,362

159 181 273

483 477 701

1,362

1,113 1,248

1,198

1,394

2,413

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Graduate Student Admissions by Ethnicity

GRADUATE STUDENT APPLICATIONS BY ETHNICITY, 2004–2013

GRADUATE STUDENT MATRICULATIONS BY ETHNICITY, 2004–2013

Ten Year Review

Application Highlights

75% increase in the number of applications from underrepresented minorities

25% increase in total minority applications

45% overall increase in applications

Admittance Highlights

72% increase in the number of admittances from underrepresented minorities

45% increase in total minority admittances

36% overall increase in admittances

Matriculation Highlights

60% increase in the number of matriculations from underrepresented minorities

52% increase in total minority matriculations

48% overall increase in matriculations

Yield Highlights

2013 yield for underrepresented minorities: 53%

2013 yield for total minorities: 52%

2013 yield for all students: 46%

GRADUATE STUDENT ADMITTANCES BY ETHNICITY, 2004–2013

Total Degree-Seeking Applications, Admittances, or Matriculations

Underrepresented Minorities

Total (incl. URM) Minorities

Caucasian (2001–2007 includes Undeclared)

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

1,363

1,529

2,014

90 103 144

238

264 362

598 617 632

437

648

1,020

0

500

1,000

1,500

2,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

13,076

13,971

18,988

580 676 1,014

1,740 1,531 2,169

4,176 4,139 4,420

7,160

8,301

12,399

0

5,000

10,000

15,000

20,000

2004 2005 2006 2007 2008 2010 2011 2012 2013 2009

3,202

2,984

4,362

159 181 273

483 477 701

1,362

1,113 1,248

1,198

1,394

2,413

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

1,363

1,529

2,014

90 103 144

238

264 362

598 617 632

437

648

1,020

0

500

1,000

1,500

2,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

13,076

13,971

18,988

580 676 1,014

1,740 1,531 2,169

4,176 4,139 4,420

7,160

8,301

12,399

0

5,000

10,000

15,000

20,000

2004 2005 2006 2007 2008 2010 2011 2012 2013 2009

3,202

2,984

4,362

159 181 273

483 477 701

1,362

1,113 1,248

1,198

1,394

2,413

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

1,363

1,529

2,014

90 103 144

238

264 362

598 617 632

437

648

1,020

0

500

1,000

1,500

2,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

13,076

13,971

18,988

580 676 1,014

1,740 1,531 2,169

4,176 4,139 4,420

7,160

8,301

12,399

0

5,000

10,000

15,000

20,000

2004 2005 2006 2007 2008 2010 2011 2012 2013 2009

3,202

2,984

4,362

159 181 273

483 477 701

1,362

1,113 1,248

1,198

1,394

2,413

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

1,363

1,529

2,014

90 103 144

238

264 362

598 617 632

437

648

1,020

0

500

1,000

1,500

2,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

13,076

13,971

18,988

580 676 1,014

1,740 1,531 2,169

4,176 4,139 4,420

7,160

8,301

12,399

0

5,000

10,000

15,000

20,000

2004 2005 2006 2007 2008 2010 2011 2012 2013 2009

3,202

2,984

4,362

159 181 273

483 477 701

1,362

1,113 1,248

1,198

1,394

2,413

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

1,363

1,529

2,014

90 103 144

238

264 362

598 617 632

437

648

1,020

0

500

1,000

1,500

2,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

13,076

13,971

18,988

580 676 1,014

1,740 1,531 2,169

4,176 4,139 4,420

7,160

8,301

12,399

0

5,000

10,000

15,000

20,000

2004 2005 2006 2007 2008 2010 2011 2012 2013 2009

3,202

2,984

4,362

159 181 273

483 477 701

1,362

1,113 1,248

1,198

1,394

2,413

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Graduate School Admissions by Graduate Field, Fall 2013

24

APPLICATIONS ADMITTANCES MATRICULATIONS

Graduate Field 2012 2013 % change 2012 2013 % change 2012 2013 % change

Aerospace Engineering 140 185 32% 23 47 104% 13 18 38%

Animal Science 42 52 24% 12 14 17% 10 11 10%

Anthropology 171 161 -6% 19 25 32% 9 12 33%

Applied Economics & Management 330 320 -3% 72 40 -44% 34 16 -53%

Applied Mathematics 189 193 2% 17 26 53% 3 8 167%

Applied Physics 215 202 -6% 75 64 -15% 34 32 -6%

Archaeology 28 29 4% 9 12 33% 4 8 100%

Architecture 621 608 -2% 159 127 -20% 58 48 -17%

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

Asian Literature, Religion and Culture 60 58 -3% 4 9 125% 3 5 67%

Asian Studies 79 69 -13% 15 9 -40% 11 2 -82%

Astronomy and Space Sciences 84 71 -15% 7 18 157% 1 7 600%

Atmospheric Science 40 44 10% 2 3 50% 1 -100%

Biochemistry, Molecular and Cell Biology 222 238 7% 45 48 7% 17 20 18%

Biological and Environmental Engineering 131 91 -31% 36 24 -33% 21 15 -29%

Biomedical Engineering 495 486 -2% 263 222 -16% 116 98 -16%

Biometry 10 11 10% 0 0 n/a 0 0 n/a

Biophysics 18 24 33% 8 11 38% 4 2 -50%

Chemical Engineering 456 450 -1% 184 219 19% 66 96 45%

Chemistry and Chemical Biology 340 273 -20% 111 87 -22% 40 34 -15%

City & Regional Planning 336 307 -9% 148 150 1% 63 56 -11%

Civil & Environmental Engineering 738 667 -10% 333 332 0% 87 109 25%

Classics 66 56 -15% 8 7 -13% 5 5 0%

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

Comparative Biomedical Sciences 41 47 15% 12 11 -8% 8 6 -25%

Comparative Literature 74 100 35% 4 8 100% 3 5 67%

Computational Biology 188 171 -9% 23 22 -4% 10 10 0%

Computer Science 1,358 1,456 7% 266 280 5% 110 119 8%

Design and Environmental Analysis 59 76 29% 26 19 -27% 17 13 -24%

Development Sociology 72 73 1% 11 11 0% 5 4 -20%

Ecology and Evolutionary Biology 138 115 -17% 17 15 -12% 13 11 -15%

Economics 744 661 -11% 74 63 -15% 29 18 -38%

Education 35 20 -43% 14 4 -71% 9 2 -78%

Electrical & Computer Engineering 1,272 1,267 0% 391 385 -2% 146 156 7%

English Language & Literature 890 983 10% 42 41 -2% 18 19 6%

Entomology 39 37 -5% 8 8 0% 7 8 14%

Environmental Toxicology 25 13 -48% 1 1 0% 1 1 0%

Fiber Science and Apparel Design 37 40 8% 13 24 85% 10 15 50%

Food Science & Technology 211 181 -14% 32 34 6% 27 23 -15%

Genetics, Genomics, and Development 66 67 2% 21 22 5% 12 12 0%

Geological Sciences 58 69 19% 10 12 20% 6 7 17%

Germanic Studies 29 29 0% 11 6 -45% 5 1 -80%

Global Development 56 46 -18% 23 30 30% 16 22 38%

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

History 205 177 -14% 17 15 -12% 12 5 -58%

25

APPLICATIONS ADMITTANCES MATRICULATIONS

Graduate Field 2012 2013 % change 2012 2013 % change 2012 2013 % change

History of Art, Archaeology and Visual Studies 58 87 50% 2 5 150% 2 4 100%

Horticulture 63 73 16% 11 13 18% 10 11 10%

Hotel Administration 173 174 1% 74 67 -9% 66 63 -5%

Human Development 95 98 3% 15 10 -33% 10 6 -40%

Immunology and Infectious Disease 39 79 103% 3 7 133% 0 2 n/a

Industrial and Labor Relations 347 353 2% 86 88 2% 69 77 12%

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

Landscape Architecture 168 186 11% 80 39 -51% 42 13 -69%

Law 28 3 -89% 4 4 0% 4 4 0%

Linguistics 112 98 -13% 15 16 7% 9 11 22%

Management 393 484 23% 17 19 12% 5 9 80%

Materials Science and Engineering 429 428 0% 80 83 4% 32 35 9%

Mathematics 293 269 -8% 52 13 -75% 21 7 -67%

Mechanical Engineering 688 672 -2% 157 190 21% 74 83 12%

Medieval Studies 33 26 -21% 4 4 0% 2 2 0%

Microbiology 69 67 -3% 9 6 -33% 5 4 -20%

Molecular and Integrative Physiology 4 7 75% 2 1 -50% 1 1 0%

Music 166 155 -7% 8 11 38% 6 7 17%

Natural Resources 61 93 52% 20 24 20% 15 20 33%

Near Eastern Studies 44 38 -14% 2 3 50% 1 2 100%

Neurobiology and Behavior 90 92 2% 11 10 -9% 7 5 -29%

Nutrition 107 112 5% 15 13 -13% 10 10 0%

Operations Research and Information Engineering 1,076 954 -11% 241 298 24% 84 106 26%

Pharmacology 13 17 31% 4 1 -75% 2 1 -50%

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

Physics 467 457 -2% 95 101 6% 32 32 0%

Plant Biology 66 71 8% 16 16 0% 4 10 150%

Plant Breeding 67 60 -10% 15 16 7% 11 13 18%

Plant Pathology and Plant-Microbe Biology 50 44 -12% 13 10 -23% 9 8 -11%

Plant Protection 1 4 300% 0 0 N/A 0 0 N/A

Policy Analysis & Management 135 175 30% 63 52 -17% 34 36 6%

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

Public Affairs 591 605 2% 243 234 -4% 132 117 -11%

Real Estate 63 104 65% 33 39 18% 28 28 0%

Regional Science 15 10 -33% 8 6 -25% 5 2 -60%

Romance Studies 80 87 9% 16 19 19% 7 8 14%

Science & Technology Studies 43 63 47% 5 6 20% 4 2 -50%

Sociology 175 173 -1% 20 22 10% 7 10 43%

Soil & Crop Sciences 54 46 -15% 9 4 -56% 5 3 -40%

Statistics 681 729 7% 151 160 6% 50 57 14%

Systems Engineering 123 134 9% 90 95 6% 66 73 11%

Theatre Arts 30 37 23% 4 2 -50% 3 2 -33%

Theoretical & Applied Mechanics 22 25 14% 9 9 0% 6 1 -83%

Zoology and Wildlife Conservation 10 18 80% 1 1 0% 0 1 n/a

26

23% 23%

14%

39%

27% 20%

13%

40%

26% 18%

15%

40%

28% 10%

18%

43%

25% 13%

16%

46%

20% 9%

16%

54%

25% 15%

24%

36%

24% 16%

23%

38%

20% 10%

23%

46%

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

APPLICATIONS

23% 23%

14%

39%

27% 20%

13%

40%

26% 18%

15%

40%

28% 10%

18%

43%

25% 13%

16%

46%

20% 9%

16%

54%

25% 15%

24%

36%

24% 16%

23%

38%

20% 10%

23%

46%

ADMITTANCES

23% 23%

14%

39%

27% 20%

13%

40%

26% 18%

15%

40%

28% 10%

18%

43%

25% 13%

16%

46%

20% 9%

16%

54%

25% 15%

24%

36%

24% 16%

23%

38%

20% 10%

23%

46%

MATRICULATIONS

Social Sciences Humanities Life Sciences Physical Sciences

2004 2008 2013

2004 2008 2013

2004 2008 2013

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

showed robust growth since 2004 (38% and 32% respectively). Applications to graduate fields in the physical sciences comprise 41% of the total application pool.

27

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

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

Social Sciences Humanities Life Sciences Physical Sciences

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

54%

12%

5% 29%

36% 13%

50%

37% 9% 1%

53%

40% 8%

10%

42%

34% 8%

9%

49%

33%

5%

61%

24% 15%

22%

39%

44% 3%

52%

32% 6%

10%

52%

1%

1%

1%

APPLICATIONS

2004 2008 2013

MATRICULATIONS

2004 2008 2013

ADMITTANCES

2004 2008 2013

54%

12%

5% 29%

36% 13%

50%

37% 9% 1%

53%

40% 8%

10%

42%

34% 8%

9%

49%

33%

5%

61%

24% 15%

22%

39%

44% 3%

52%

32% 6%

10%

52%

1%

1%

1%

54%

12%

5% 29%

36% 13%

50%

37% 9% 1%

53%

40% 8%

10%

42%

34% 8%

9%

49%

33%

5%

61%

24% 15%

22%

39%

44% 3%

52%

32% 6%

10%

52%

1%

1%

1%

28

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

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

Social SciencesHumanities Life Sciences Physical Sciences

Research Master’s Professional Master’s Doctoral (includes in absentia students)

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

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

Over the past ten years, enrollment in the physical sciences has grown 35%. Humanities and social sciences enrollment has increased over the same period with 8% gains for both disciplines. The life sciences experienced a decline in enrollment of 11% over the past decade.

234 244 347

1,074

1,324

1,683

3,234 3,189 3,147

0

500

1000

1500

2000

2500

3000

3500

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Graduate Student Enrollment by Degree Type; Fall 2004–2013

Research Master’s Professional Master’s Doctoral

(includes inabsentia students)

501 560 541

944

882 838

1676

1895

2260

1421 1420

1538

0

500

1000

1500

2000

2500

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

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

Humanities Life Sciences Physical Sciences Social Sciences

Graduate Student Enrollment by Degree Type, Fall 2004–2013

29

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

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

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

US Male US Female Int’l Male Int’l Female

DOCTORAL

RESEARCH MASTER’S

2004 2008 2012 2013

PROFESSIONAL MASTER’S

2004 2008 2012 2013

2004 2008 2012 2013

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

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

797 25%

1,019 31%

553 17%

865 27%

839 26%

1,060 33%

513 16%

785 25%

792 27%

930 32%

486 16%

739 25%

872 28%

1015 32%

478 15%

782 25%

94 40%

68 29%

38 16%

34 15% 85

33%

81 32%

49 19%

40 16% 95

33%

71 25%

64 23%

55 19%

273 25%

401 37%

157 15%

243 23%

321 24%

524 39%

198 14%

307 23%

361 21%

521 30%

433 25%

416 24%

361 21%

521 30%

433 25%

416 24%

83 40%

70 33%

33 16%

24 11%

30

Graduate Student Total Enrollment by Ethnicity, Fall 2004–2013

Fall 2004–Fall 2013 Enrollment Notes

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

Black or African American -9% -6% -3%

American Indian/Alaskan Native -22% -65% -68%

Hispanic or Latino 2% 40% 34%

Multi-Ethnic URM 5% 171% n/a

Native Hawaiian/Other Pacific Islander -33% n/a n/a

Asian 5% 17% 17%

Multi-Ethnic Non-URM 7% 121% n/a

White 1% -3% -9%

Undeclared -16% -20% n/a

Foreign 0% 19% 20%

Total 0% 9% 14%

One of the seven priorities outlined in the Cornell Strategic Plan is to “make significant progress toward a more diverse faculty, student body, and staff in terms of gender, race and ethnicity.” Enrollment of U.S. under-represented minorities increased 28% over the past decade. (Please note: Ethnicity is not reported on foreign students.)

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

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

17, 4% 165, 3% 231, 4% 335, 7% 335, 7% 393, 8%

2,065 44%

1,727 36%

1,82 35%

282 6%

227 4%

1,890 42%

1,918 40%

2,275 44%

0

1000

2000

3000

4000

5000

6000

0

1,000

2,000

3,000

4,000

5,000

6,000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Foreign

Undeclared

Caucasian

Multi-ethnic Non-URM

Asian

Hawaii/Pacific Islander

Multi-ethnic URM

Hispanic

Native American

African American

1,928(43%)

1,962(42%)

2,081(41%)

1,999(44%)

2,154(46%)

1,887(37%)

240 (5%)

211 (4%)

240 (5%)

399 (8%)

143 (3%)162 (3%)316 (7%)

109 (2%)

147 (3%)326 (7%)

109 (2%)

0

1,000

2,000

3,000

4,000

5,000

6,000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Foreign

Undeclared

Caucasian


Asian


Multi-ethnic URM

Hispanic

Native American

African American

1,928(43%)

1,962(42%)

2,081(41%)

1,999(44%)

2,154(46%)

1,887(37%)

240 (5%)

211 (4%)

240 (5%)

399 (8%)

143 (3%)162 (3%)316 (7%)

109 (2%)

147 (3%)326 (7%)

109 (2%)

0

1,000

2,000

3,000

4,000

5,000

6,000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Foreign

Undeclared

Caucasian


Asian


Multi-ethnic URM

Hispanic

Native American

African American

1,928(43%)

1,962(42%)

2,081(41%)

1,999(44%)

2,154(46%)

1,887(37%)

240 (5%)

211 (4%)

240 (5%)

399 (8%)

143 (3%)162 (3%)316 (7%)

109 (2%)

147 (3%)326 (7%)

109 (2%)

0

1,000

2,000

3,000

4,000

5,000

6,000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Foreign

Undeclared

Caucasian


Asian


Multi-ethnic URM

Hispanic

Native American

African American

1,928(43%)

1,962(42%)

2,081(41%)

1,999(44%)

2,154(46%)

1,887(37%)

240 (5%)

211 (4%)

240 (5%)

399 (8%)

143 (3%)162 (3%)316 (7%)

109 (2%)

147 (3%)326 (7%)

109 (2%)

0

1,000

2,000

3,000

4,000

5,000

6,000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Foreign

Undeclared

Caucasian


Asian


Multi-ethnic URM

Hispanic

Native American

African American

1,928(43%)

1,962(42%)

2,081(41%)

1,999(44%)

2,154(46%)

1,887(37%)

240 (5%)

211 (4%)

240 (5%)

399 (8%)

143 (3%)162 (3%)316 (7%)

109 (2%)

147 (3%)326 (7%)

109 (2%)

International

Undeclared

Asian

Native Hawaiian/ Other Pacific Islander

White

Multi-Ethnic Non-URM

Multi-Ethnic URM

Hispanic or Latino

American Indian/Alaskan Native

Black or African American

6,000

5,000

4,000

3,000

2,000

1,000

0

Ethnicity

31

Graduate Student Enrollment by Field, Fall 2013 (includes inabsentia students)

Graduate Field Doctoral Research Master’s Professional Master’s Non-Degree Total

Aerospace Engineering 19 0 12 0 31

Animal Science 30 7 0 0 37

Anthropology 59 0 0 1 60

Applied Economics and Management 48 37 0 2 87

Applied Mathematics 34 0 0 0 34

Applied Physics 73 22 2 0 97

Archaeology 0 9 0 0 9

Architecture 7 4 106 0 117

Art 0 12 0 0 12

Asian Literature, Religion and Culture 23 3 0 0 26

Asian Studies 0 13 0 1 14

Astronomy and Space Sciences 27 0 0 2 29

Atmospheric Science 6 3 0 0 9

Biochemistry, Molecular and Cell Biology 87 0 0 0 87

Biological and Environmental Engineering 36 16 10 0 62

Biomedical Engineering 96 1 86 0 183

Biophysics 17 0 0 1 18

Chemical Engineering 99 1 69 1 170

Chemistry and Chemical Biology 155 0 0 3 158

City and Regional Planning 22 8 91 0 121

Civil and Environmental Engineering 62 35 64 0 161

Classics 19 0 0 2 21

Communication 36 1 0 0 37

Comparative Biomedical Sciences 29 3 0 2 34

Comparative Literature 18 0 0 2 20

Computational Biology 26 0 0 0 26

Computer Science 116 0 116 2 234

Design and Environmental Analysis 7 19 0 0 26

Development Sociology 32 3 0 0 35

Ecology and Evolutionary Biology 53 3 0 0 56

Economics 98 0 0 2 100

Education 6 0 8 0 14

Electrical and Computer Engineering 156 8 122 0 286

English Language and Literature 62 16 0 2 80

Entomology 21 5 0 0 26

Environmental Toxicology 6 0 0 0 6

Fiber Science and Apparel Design 12 13 2 3 30

Food Science and Technology 36 11 16 5 68

Genetics, Genomics and Development 56 0 0 0 56

Geological Sciences 25 6 1 0 32

Germanic Studies 20 0 0 1 21

Global Development 0 0 25 0 25

Government 72 0 0 4 76

History 58 0 0 0 58

History of Art, Archaeology, and Visual Studies 20 0 0 0 20

Horticulture 24 9 6 0 39

Hotel Administration 3 3 58 0 64

Human Development 38 4 0 1 43

Immunology and Infectious Disease 12 0 0 1 13

Industrial and Labor Relations 29 10 135 0 174

Information Science 26 0 26 1 53

Landscape Architecture 0 0 59 0 59

Law 14 0 0 0 14

Linguistics 28 1 0 0 29

Management 35 0 0 2 37

Materials Science and Engineering 70 21 6 2 99

Mathematics 61 0 0 1 62

Mechanical Engineering 102 1 51 1 155

Medieval Studies 14 0 0 1 15

Microbiology 27 0 0 0 27

Molecular and Integrative Physiology 8 0 0 0 8

Music 32 0 0 1 33

Natural Resources 49 16 0 0 65

Near Eastern Studies 8 0 0 1 9

Neurobiology and Behavior 33 1 0 1 35

Nutrition 64 0 0 14 78

Operations Research and Information Engineering 34 0 131 1 166

Pharmacology 11 0 0 0 11

Philosophy 39 0 0 2 41

Physics 161 0 0 1 162

Plant Biology 33 0 0 1 34

Plant Breeding 36 7 0 0 43

Plant Pathology and Plant-Microbe Biology 30 5 0 0 35

Policy Analysis and Management 15 0 51 1 67

Psychology 38 0 0 0 38

Public Affairs 0 0 233 0 233

Real Estate 0 0 45 0 45

Regional Science 8 3 0 0 11

Romance Studies 51 0 0 2 53

Science and Technology Studies 19 0 0 1 20

Sociology 43 0 0 0 43

Soil and Crop Sciences 13 5 1 0 19

Statistics 27 2 48 1 78

Systems Engineering 0 0 102 0 102

Theatre Arts 10 0 0 0 10

Theoretical and Applied Mechanics 14 0 1 0 15

Zoology and Wildlife Conservation 4 0 0 0 4

Grand Total 3,147 347 1,683 73 5,250

Graduate Field Doctoral Research Master’s Professional Master’s Non-Degree Total

32

Graduate Student Enrollment by Field, Fall 2013, continued (includes inabsentia students)

34

33

Graduate Student Degrees Awarded within Discipline, by Degree Type, Award Years 2005–2014

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

Doctoral 22% 20% -6%

Research Master’s 9% -12% 17%

Professional Master’s 156% 48% 2%

2005–2013 2009–2014 2013–2014Life Sciences change change change

Doctoral 0% -14% -6%

Research Master’s -22% 0% 21%

Professional Master’s 83% 120% -15%

degrees awarded

HUMANITIES DEGREES AWARDED BY DEGREE TYPE, 2005–2014

LIFE SCIENCES DEGREES AWARDED BY DEGREE TYPE, 2005–2014

143

175 189

50

51

61

75

93 82

18

31

46

0

50

100

150

200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

195 201 192

124

145

124

59 46 46

13 9 26

0

50

100

150

200

250

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Life Sciences Degrees Awarded by Degree Type, 2005-2014

526 537

764

101 106 103

117 81

160

308 350

501

0

100

200

300

400

500

600

700

800

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

757 862

1,066

177 217 223

181 188 280

399 457

563

0

200

400

600

800

1,000

1,200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Physical Sciences Degrees Awarded by Degree Type, 2005-2014

Social Sciences

Doctoral

Research Master’s

Professional Master’s

Humanities

Doctoral

Research Master’s


Life Sciences

Doctoral

Research Master’s


Physical Sciences

Doctoral

Research Master’s


143

175 189

50

51

61

75

93 82

18

31

46

0

50

100

150

200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

195 201 192

124

145

124

59 46 46

13 9 26

0

50

100

150

200

250

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


526 537

764

101 106 103

117 81

160

308 350

501

0

100

200

300

400

500

600

700

800

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

757 862

1,066

177 217 223

181 188 280

399 457

563

0

200

400

600

800

1,000

1,200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


Social Sciences

Doctoral

Research Master’s


Humanities

Doctoral

Research Master’s


Life Sciences

Doctoral

Research Master’s


Physical Sciences

Doctoral

Research Master’s


143

175 189

50

51

61

75

93 82

18

31

46

0

50

100

150

200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

195 201 192

124

145

124

59 46 46

13 9 26

0

50

100

150

200

250

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


526 537

764

101 106 103

117 81

160

308 350

501

0

100

200

300

400

500

600

700

800

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

757 862

1,066

177 217 223

181 188 280

399 457

563

0

200

400

600

800

1,000

1,200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


Social Sciences

Doctoral

Research Master’s


Humanities

Doctoral

Research Master’s


Life Sciences

Doctoral

Research Master’s


Physical Sciences

Doctoral

Research Master’s


143

175 189

50

51

61

75

93 82

18

31

46

0

50

100

150

200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

195 201 192

124

145

124

59 46 46

13 9 26

0

50

100

150

200

250

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


526 537

764

101 106 103

117 81

160

308 350

501

0

100

200

300

400

500

600

700

800

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

757 862

1,066

177 217 223

181 188 280

399 457

563

0

200

400

600

800

1,000

1,200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


Social Sciences

Doctoral

Research Master’s


Humanities

Doctoral

Research Master’s


Life Sciences

Doctoral

Research Master’s


Physical Sciences

Doctoral

Research Master’s


34

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

Doctoral 26% 3% 10%

Research Master’s 55% 49% 6%

Professional Master’s 41% 23% -16%

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

Doctoral 2% -3% 13%

Research Master’s 37% 98% 31%

Professional Master’s 63% 43% 8%

PHYSICAL SCIENCES DEGREES AWARDED BY DEGREE TYPE, 2005–2014

SOCIAL SCIENCES DEGREES AWARDED BY DEGREE TYPE, 2005–2014

143

175 189

50

51

61

75

93 82

18

31

46

0

50

100

150

200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

195 201 192

124

145

124

59 46 46

13 9 26

0

50

100

150

200

250

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


526 537

764

101 106 103

117 81

160

308 350

501

0

100

200

300

400

500

600

700

800

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

757 862

1,066

177 217 223

181 188 280

399 457

563

0

200

400

600

800

1,000

1,200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


Social Sciences

Doctoral

Research Master’s


Humanities

Doctoral

Research Master’s


Life Sciences

Doctoral

Research Master’s


Physical Sciences

Doctoral

Research Master’s


143

175 189

50

51

61

75

93 82

18

31

46

0

50

100

150

200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

195 201 192

124

145

124

59 46 46

13 9 26

0

50

100

150

200

250

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


526 537

764

101 106 103

117 81

160

308 350

501

0

100

200

300

400

500

600

700

800

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

757 862

1,066

177 217 223

181 188 280

399 457

563

0

200

400

600

800

1,000

1,200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


Social Sciences

Doctoral

Research Master’s


Humanities

Doctoral

Research Master’s


Life Sciences

Doctoral

Research Master’s


Physical Sciences

Doctoral

Research Master’s


143

175 189

50

51

61

75

93 82

18

31

46

0

50

100

150

200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

195 201 192

124

145

124

59 46 46

13 9 26

0

50

100

150

200

250

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


526 537

764

101 106 103

117 81

160

308 350

501

0

100

200

300

400

500

600

700

800

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

757 862

1,066

177 217 223

181 188 280

399 457

563

0

200

400

600

800

1,000

1,200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


Social Sciences

Doctoral

Research Master’s


Humanities

Doctoral

Research Master’s


Life Sciences

Doctoral

Research Master’s


Physical Sciences

Doctoral

Research Master’s


143

175 189

50

51

61

75

93 82

18

31

46

0

50

100

150

200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

195 201 192

124

145

124

59 46 46

13 9 26

0

50

100

150

200

250

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


526 537

764

101 106 103

117 81

160

308 350

501

0

100

200

300

400

500

600

700

800

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

757 862

1,066

177 217 223

181 188 280

399 457

563

0

200

400

600

800

1,000

1,200

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014


Social Sciences

Doctoral

Research Master’s


Humanities

Doctoral

Research Master’s


Life Sciences

Doctoral

Research Master’s


Physical Sciences

Doctoral

Research Master’s


Graduate Student Degrees Awarded within Discipline, by Degree Type, continued

35

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

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

GRADUATE STUDENTS WITH INTERNATIONAL STATUS

110

137 144

142 159

151

154 121

156

128

157 177

162 181

250

324 308

310

0

50

100

150

200

250

300

350

400

450

500

2005 2006

2007 2008

2009 2010

2011 2012

2013 2014

69 86

79

131 137

137

54 63

97

114

89

155

82

115

257

151

222

298

0

50

100

150

200

250

300

350

2005 2006

2007 2008

2009 2010

2011 2012

2013 2014

Doctoral Fem

ale D

octoral Male

Research M

aster's Female

Research M

aster's Male

Professional Master's Fem

ale Professional M

aster's Male

601 degrees712 degrees

1,188 degrees

110

137 144

142 159

151

154 121

156

128

157 177

162 181

250

324 308

310

0

50

100

150

200

250

300

350

400

450

500

2005 2006

2007 2008

2009 2010

2011 2012

2013 2014

69 86

79

131 137

137

54 63

97

114

89

155

82

115

257

151

222

298

0

50

100

150

200

250

300

350

2005 2006

2007 2008

2009 2010

2011 2012

2013 2014

Doctoral Fem

ale D

octoral Male

Research M

aster's Female

Research M

aster's Male


ale Professional M

aster's Male

1,020 degrees1,063 degrees

1,188 degrees

110

137 144

142 159

151

154 121

156

128

157 177

162 181

250

324 308

310

0

50

100

150

200

250

300

350

400

450

500

2005 2006

2007 2008

2009 2010

2011 2012

2013 2014

69 86

79

131 137

137

54 63

97

114

89

155

82

115

257

151

222

298

0

50

100

150

200

250

300

350

2005 2006

2007 2008

2009 2010

2011 2012

2013 2014

Doctoral Fem

ale D

octoral Male

Research M

aster's Female

Research M

aster's Male


ale Professional M

aster's Male

36

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

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

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

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

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

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

Graduate Student Degrees Awarded by Ethnicity, Award Years 2005–2014

2005

2009

2014

Black orAfrican American

2%

Hispanic or Latino4% Multi-Ethnic URM

< 1%

Native Hawaiian/Other Pacific Islander

< 1%Multi-Ethnic Non-URM

< 1%

Asian 10%

White 44%

Undeclared 3%

International 37%


2%Multi-Ethnic URM

< 1%

Multi-Ethnic Non-URM< 1%

Asian 9%

White39%

Undeclared 5%

International 40%


2%Multi-Ethnic URM

3%

Multi-Ethnic Non-URM1%

Asian 10%

White 32%

Undeclared 5%

International 46%


< 1%

Hispanic or Latino3%


< 1%


< 1%



< 1%


< 1%


2%


< 1%



< 1%

Asian 10%

White 44%

Undeclared 3%

International 37%


2%Multi-Ethnic URM

< 1%


Asian 9%

White39%

Undeclared 5%

International 40%


2%Multi-Ethnic URM

3%


Asian 10%

White 32%

Undeclared 5%

International 46%


< 1%



< 1%


< 1%



< 1%


< 1%


2%


< 1%



< 1%

Asian 10%

White 44%

Undeclared 3%

International 37%


2%Multi-Ethnic URM

< 1%


Asian 9%

White39%

Undeclared 5%

International 40%


2%Multi-Ethnic URM

3%


Asian 10%

White 32%

Undeclared 5%

International 46%


< 1%



< 1%


< 1%



< 1%


< 1%

37

Graduate Student Degrees Awarded by Graduate Field; Award Year 2014

Graduate Field Doctoral Research Master’s Professional Master’s Grand Total

Aerospace Engineering 2 13 5 20

Animal Science 6 0 1 7

Anthropology 6 0 7 13

Applied Economics and Management 6 2 19 27

Applied Mathematics 9 0 9 18

Applied Physics 9 4 12 25

Archaeology 0 0 3 3

Architecture 2 46 2 50

Art 0 0 6 6

Asian Literature, Religion and Culture 4 0 2 6

Asian Studies 0 0 6 6

Astronomy and Space Sciences 7 0 2 9

Atmospheric Science 1 0 2 3

Biochemistry, Molecular & Cell Biology 20 0 3 23

Biological and Environmental Engineering 9 14 10 33

Biomedical Engineering 12 65 15 92

Biophysics 4 0 0 4

Chemical Engineering 11 51 13 75

Chemistry and Chemical Biology 34 0 23 57

City and Regional Planning 5 37 6 48

Civil and Environmental Engineering 7 58 18 83

Classics 2 0 0 2

Communication 4 0 10 14

Comparative Biomedical Sciences 8 0 3 11

Comparative Literature 5 0 4 9

Computational Biology 1 0 0 1

Computer Science 11 112 32 155

Design and Environmental Analysis 0 0 12 12

Development Sociology 6 0 4 10

Ecology and Evolutionary Biology 7 0 2 9

Economics 14 0 23 37

Education 5 13 1 19

Electrical and Computer Engineering 27 78 34 139

English Language and Literature 10 0 17 27

Entomology 4 0 5 9

Environmental Toxicology 1 0 1 2

Fiber Science and Apparel Design 2 0 1 3

Food Science and Technology 10 13 7 30

Genetics and Development 10 0 0 10

Geological Sciences 3 2 2 7

Germanic Studies 4 0 4 8

Government 11 0 19 30

History 6 0 8 14

Horticulture 2 4 4 10

Graduate Field Doctoral Research Master’s Professional Master’s Grand Total

Hotel Administration 0 78 5 83

Human Development 7 0 11 18

Immunology and Infectious Disease 4 0 0 4

Industrial and Labor Relations 10 77 8 95

Information Science 1 16 3 20

International Agriculture and Rural Development 0 14 0 14

International Development 0 11 0 11

Landscape Architecture 0 22 0 22

Law 3 0 0 3

Linguistics 4 0 5 9

Management 7 0 6 13

Materials Science and Engineering 9 4 22 35

Mathematics 10 0 6 16

Mechanical Engineering 21 49 28 98

Medieval Studies 2 0 4 6

Microbiology 6 0 1 7

Molecular and Integrative Physiology 2 0 1 3

Music 6 0 11 17

Natural Resources 5 2 6 13

Near Eastern Studies 1 0 1 2

Neurobiology and Behavior 3 0 0 3

Nutrition 7 0 3 10

Operations Research and Information Engineering 9 78 7 94

Pharmacology 4 0 0 4

Philosophy 4 0 9 13

Physics 26 0 39 65

Plant Biology 5 0 1 6

Plant Breeding 2 2 1 5

Plant Pathology and Plant-Microbe Biology 8 0 0 8

Policy Analysis and Management 2 28 2 32

Psychology 4 0 5 9

Public Affairs 0 132 0 132

Real Estate 0 23 0 23

Regional Science 4 0 3 7

Romance Studies 11 0 9 20

Science and Technology Studies 3 0 3 6

Sociology 5 0 1 6

Soil and Crop Sciences 0 1 2 3

Statistics 3 48 6 57

Systems Engineering 0 35 0 35

Theatre Arts 1 0 2 3

Theoretical and Applied Mechanics 4 0 0 4

Zoology and Wildlife Conservation 1 0 0 1

Total 511 1,132 568 2,211

38

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

39

Graduate students are supported through assistant-ships, fellowships and funding from other sources, including funds paid directly to the student. A fellow-ship 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 student to engage in teaching and/or research in furtherance of the university academic mission. Fellowships are generally merit-based awards intended to support a student in a full-time course of study.

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

Please note: The financial support charts do not con-tain information on the 227 graduate students enrolled in absentia for Fall 2013.

DOCTORAL DEGREES

Total = 2,939

RESEARCH MASTER’S DEGREES

Total = 337

PROFESSIONAL MASTER’S DEGREES

Total = 1,673

financial support

CU Fellow 18%

External Fellow 10%

GA/TA 34%

GRA/RA 32%

OtherFunding

6% CU Fellow

7% External Fellow

4%

GA/TA 22%

GRA/RA 13%

Other Funding

54%

CU Fellow 1%

External Fellow < 1%

GA/TA 3%

GRA/RA 1%

Other Funding

95%

CU Fellow 18%

External Fellow 10%

GA/TA 34%

GRA/RA 32%

OtherFunding

6% CU Fellow

7% External Fellow

4%

GA/TA 22%

GRA/RA 13%

Other Funding

54%

CU Fellow 1%


GA/TA 3%

GRA/RA 1%

Other Funding

95%

CU Fellow 18%

External Fellow 10%

GA/TA 34%

GRA/RA 32%

OtherFunding

6% CU Fellow

7% External Fellow

4%

GA/TA 22%

GRA/RA 13%

Other Funding

54%

CU Fellow 1%


GA/TA 3%

GRA/RA 1%

Other Funding

95%

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

Discipline Doctoral Research Master’s Professional Master’s Total

Humanities CU Fellow 143 42% 3 9% 0 0% 146

GA/TA 182 53% 22 63% 8 8% 212

GRA/RA 1 0% 0 0% 1 1% 1

External Fellow 8 2% 0 0% 0 0% 8

Other Funding 10 3% 10 29% 97 92% 117

Total 344 100% 35 100% 106 100% 484

Life Sciences CU Fellow 93 13% 11 16% 1 4% 105

GA/TA 201 28% 22 32% 0 0% 223

GRA/RA 255 36% 21 31% 3 13% 279

External Fellow 112 16% 5 7% 0 0% 117

Other Funding 45 6% 9 13% 19 83% 73

Total 706 100% 68 100% 23 100% 797

Physical Sciences CU Fellow 157 12% 6 1% 3 2% 166

GA/TA 362 27% 0 0% 13 10% 375

GRA/RA 555 42% 2 0% 14 11% 571

External Fellow 166 13% 0 0% 4 3% 170

Other Funding 77 6% 766 99% 93 73% 936

Total 1,317 100% 774 100% 127 100% 2,218

Social Sciences CU Fellow 128 22% 8 7% 16 2% 152

GA/TA 253 44% 18 17% 38 5% 309

GRA/RA 137 24% 8 7% 12 2% 157


Other Funding 34 6% 69 64% 699 91% 802

Total 572 100% 107 100% 770 100% 1,449

Grand Total 2,939 984 1,026 4,948

Note: does not include in absentia students

40

41

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


Agriculture and Life Sciences

CU Fellow 94 12% 16 13% 1 1% 111

GA/TA 234 31% 30 24% 13 11% 277

GRA/RA 282 37% 36 29% 4 3% 322

External Fellow 98 13% 3 2% 1 1% 102

Other Funding 48 6% 39 31% 98 84% 185

Total 756 100% 124 100% 117 100% 997

Architecture, Art and Planning

CU Fellow 1 4% 0 0% 0 0% 1

GA/TA 14 54% 7 27% 9 5% 30

GRA/RA 3 12% 0 0% 8 4% 11


Other Funding 7 27% 19 73% 177 90% 203

Total 26 100% 26 100% 197 100% 249

Arts and Sciences

CU Fellow 263 24% 5 12% 2 8% 270

GA/TA 518 48% 17 41% 0 0% 535

GRA/RA 188 17% 0 0% 0 0% 188


Other Funding 43 4% 15 37% 24 92% 82

Total 1,087 100% 41 100% 26 100% 1,154

Engineering

CU Fellow 133 15% 1 1% 6 1% 140

GA/TA 177 20% 9 9% 0 0% 186

GRA/RA 387 45% 3 3% 2 0% 392

External Fellow 115 13% 3 3% 0 0% 118

Other Funding 55 6% 81 84% 802 99% 938

Total 867 100% 97 100% 810 100% 1,774

Hotel Administration

CU Fellow 0 0% 0 0% 1 1% 1

GA/TA 3 100% 0 0% 2 2% 5


Other Funding 0 0% 3 100% 100 97% 103

Total 3 100% 3 100% 103 100% 109


Human Ecology

CU Fellow 15 22% 3 9% 4 1% 22

GA/TA 37 54% 11 31% 2 1% 50

GRA/RA 10 14% 1 3% 0 0% 11


Other Funding 6 9% 20 57% 278 98% 304

Total 69 100% 35 100% 285 100% 389

Industrial and Labor Relations

CU Fellow 0 0% 0 0% 9 7% 9

GA/TA 10 37% 1 13% 20 15% 31

GRA/RA 17 63% 3 38% 4 3% 24


Other Funding 0 0% 4 50% 102 76% 106

Total 27 100% 8 100% 135 100% 170

Law

CU Fellow 8 89% 0 n/a 0 n/a 8

External Fellow 0 0% 0 n/a 0 n/a 0

Other Funding 1 11% 0 n/a 0 n/a 1

Total 9 100% 0 n/a 0 n/a 9

Management

CU Fellow 0 0% 0 n/a 0 n/a 0

GA/TA 2 6% 0 n/a 0 n/a 2

GRA/RA 31 89% 0 n/a 0 n/a 31

Other Funding 2 6% 0 n/a 0 n/a 2

Total 35 100% 0 n/a 0 n/a 35

Veterinary Medicine

CU Fellow 7 12% 0 0% 0 n/a 7

GA/TA 3 5% 0 0% 0 n/a 3

GRA/RA 30 50% 0 0% 0 n/a 30

External Fellow 16 27% 3 100% 0 n/a 19

Other Funding 4 7% 0 0% 0 n/a 4

Total 60 100% 3 100% 0 n/a 63

Grand Total 2,939 100% 337 100% 1,673 100% 4,949


42

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

43

Doctoral Support by Discipline, Fall 2004, 2008 and 2013

Discipline Fall 2004 Fall 2008 Fall 2013 Total

Humanities CU Fellow 170 44% 158 42% 143 42% 471

GA/TA 203 53% 193 51% 182 53% 578

GRA/RA 1 0% 9 2% 1 0% 1


Other Funding 2 1% 12 3% 10 3% 24

Total 383 100% 375 100% 344 100% 1,092

Life Sciences CU Fellow 203 25% 114 15% 93 13% 410

GA/TA 168 21% 196 26% 201 28% 565

GRA/RA 367 45% 357 47% 255 36% 979

External Fellow 43 5% 63 8% 112 16% 218

Other Funding 29 4% 23 3% 45 6% 97

Total 810 100% 753 100% 706 100% 2,269

Physical Sciences CU Fellow 192 16% 129 11% 157 12% 478

GA/TA 363 30% 368 30% 362 27% 1,093

GRA/RA 586 48% 660 54% 555 42% 1,801

External Fellow 51 4% 20 2% 166 13% 237

Other Funding 20 2% 48 4% 77 6% 145

Total 1,212 100% 1,225 100% 1,317 100% 3,754

Social Sciences CU Fellow 118 21% 111 20% 128 22% 357

GA/TA 242 43% 259 47% 253 44% 754

GRA/RA 138 25% 140 25% 137 24% 415

External Fellow 18 3% 13 2% 20 3% 51

Other Funding 45 8% 33 6% 34 6% 112

Total 561 100% 556 100% 572 100% 1,689

Grand Total 2,966 2,909 2,939 8,804


Median Time to Degree—Doctoral Program by Field

1990–1994 1995–1999 2000–2004 2005–2009Discipline Fall Admit Cohort Fall Admit Cohort Fall Admit Cohort Fall Admit Cohort

Humanities 5.8 6.5 6.5 5.8

Life Sciences 5.0 5.5 5.5 5.0

Physical Sciences 4.8 5.0 5.3 5.0

Social Sciences 4.8 5.8 5.8 5.0

Humanities Architecture 8.1 5.3 8.0 7.5

Asian Literature, Religion and Culture 7.6 8.3 7.5 6.9

Classics 4.9 6.0 6.5 6.1

Comparative Literature 5.8 8.0 7.5 6.8

English Language and Literature 5.0 6.5 6.5 5.8

Germanic Studies 5.8 8.3 6.8 6.8

History 6.8 7.3 7.0 6.8

History of Art, Archaeology, and Visual Studies 6.5 6.3 6.5 6.0

Medieval Studies 4.0 5.8 6.0 5.8

Music 6.5 6.0 6.5 5.0

Near Eastern Studies 5.6 3.8 6.8 5.1

Philosophy 5.8 6.5 6.0 6.0

Romance Studies 4.8 4.8 5.8 6.0

Science and Technology Studies 5.8 6.5 6.5 6.3

Theatre Arts 6.5 6.8 5.8 4.8

Life Sciences

Animal Science 4.8 4.8 4.9 4.8

Biochemistry, Molecular & Cell Biology 5.8 5.8 6.0 5.8

Biometry 5.4 5.8 4.5 4.0

Biophysics 6.8 6.0 5.8 5.0

Comparative Biomedical Sciences 4.5 4.4 5.3 4.5

Computational Biology n/a n/a 5.3 4.8

Ecology and Evolutionary Biology 6.0 5.8 6.0 5.8

Entomology 5.1 5.5 5.3 5.3

Environmental Toxicology 4.8 4.8 5.0 4.9

Food Science and Technology 4.1 4.8 4.8 4.3

Genetics and Development 5.8 6.0 5.8 5.5

Horticulture 3.8 4.8 4.9 4.3

Immunology and Infectious Disease 4.8 4.5 5.0 5.0

Microbiology 4.9 5.0 5.4 5.0

Molecular and Integrative Physiology 4.5 5.0 5.3 5.0

Natural Resources 5.8 6.0 6.0 5.8

Neurobiology and Behavior 6.5 6.0 5.9 5.0

Nutrition 5.1 5.8 5.0 4.5

Pharmacology 5.0 5.5 5.8 5.6

Plant Biology 6.0 5.8 5.8 5.5

Plant Breeding 4.5 5.0 4.8 4.5

Plant Pathology and Plant-Microbe Biology 4.8 5.1 5.5 5.5

Psychology 5.3 4.8 5.0 5.0

44

6.5

45


Soil and Crop Sciences 4.5 5.0 4.8 4.3

Zoology and Wildlife Conservation 4.5 5.8 4.8 6.0

Physical Sciences

Aerospace Engineering 5.0 4.5 5.5 5.0

Applied Mathematics 4.8 5.5 4.9 5.0

Applied Physics 4.0 5.8 5.8 5.8

Astronomy and Space Sciences 4.8 5.8 5.9 5.8

Atmospheric Science n/a 7.0 5.5 4.8

Biological and Environmental Engineering 4.8 5.5 5.8 5.0

Biomedical Engineering n/a 8.8 5.0 5.0

Chemical Engineering 4.9 5.0 5.0 5.0

Chemistry and Chemical Biology 4.8 5.0 5.0 5.0

Civil and Environmental Engineering 4.5 5.0 5.0 5.0

Computer Science 4.1 5.0 5.8 5.0

Electrical and Computer Engineering 5.0 4.8 4.8 5.0

Fiber Science and Apparel Design 4.8 4.0 4.8 4.8

Geological Sciences 5.5 5.5 5.3 4.6

Materials Science and Engineering 3.9 5.0 5.0 4.8

Mathematics 5.5 5.8 5.8 4.9

Mechanical Engineering 4.0 4.9 4.8 4.8

Operations Research and Information Engineering 4.0 4.8 5.0 4.8

Physics 4.8 5.8 5.8 5.8

Theoretical and Applied Mechanics 3.8 4.8 5.0 5.0

Social Sciences

Anthropology 6.5 7.0 6.9 6.5

Applied Economics and Management 5.5 5.0 5.8 4.8

City and Regional Planning 5.8 6.0 6.0 4.6

Communication 4.5 5.8 5.8 4.0

Design and Environmental Analysis n/a n/a n/a n/a

Development Sociology 5.5 7.8 7.9 6.5

Economics 4.8 4.8 5.5 4.8

Education 4.0 4.6 4.8 4.0

Government 5.5 6.8 6.5 5.8

Hotel Administration 5.1 7.0 6.3 5.0

Human Development 4.8 4.8 4.8 5.0

Industrial and Labor Relations 4.8 5.5 5.8 5.5

Information Science n/a 6.0 4.8 4.3

Law 3.0 4.5 4.5 3.9

Linguistics 5.0 6.8 6.8 5.8

Management 4.8 5.0 5.0 4.9

Policy Analysis and Management 6.0 6.8 5.0 4.8

Regional Science 5.1 6.1 6.8 5.3

Sociology 5.0 6.0 6.8 6.1

Statistics 4.0 5.5 5.4 5.8

4.0

Average Completion Rate—Doctoral Program by Field


Humanities 73% 80% 79% 72%

Life Sciences 80% 82% 84% 64%

Physical Sciences 79% 75% 77% 56%

Social Sciences 72% 70% 75% 54%

Humanities Architecture 57% 60% 67% 17%

Asian Literature, Religion and Culture 70% 57% 71% 40%

Classics 52% 53% 68% 35%

Comparative Literature 74% 82% 89% 68%

English Language and Literature 75% 75% 79% 51%

Germanic Studies 77% 71% 75% 33%

History 61% 61% 52% 36%

History of Art, Archaeology, and Visual Studies 74% 71% 67% 31%

Medieval Studies 77% 60% 58% 54%

Music 89% 75% 85% 59%

Near Eastern Studies 67% 50% 50% 50%

Philosophy 73% 32% 70% 41%

Romance Studies 85% 72% 68% 53%

Science and Technology Studies 73% 76% 71% 42%

Theatre Arts 85% 30% 55% 50%

Life Sciences

Animal Science 86% 81% 87% 63%

Biochemistry, Molecular & Cell Biology 85% 88% 77% 64%

Biometry 33% 47% 78% 50%

Biophysics 75% 67% 65% 79%

Comparative Biomedical Sciences 76% 83% 82% 71%

Computational Biology n/a n/a 100% 29%

Ecology and Evolutionary Biology 85% 82% 80% 70%

Entomology 91% 89% 81% 69%

Environmental Toxicology 90% 74% 87% 77%

Food Science and Technology 76% 88% 93% 77%

Genetics and Development 81% 70% 93% 54%

Horticulture 62% 97% 90% 80%

Immunology and Infectious Disease 90% 87% 80% 83%

Microbiology 84% 85% 87% 77%

Molecular and Integrative Physiology 79% 89% 89% 92%

Natural Resources 64% 76% 83% 46%

Neurobiology and Behavior 82% 83% 91% 50%

Nutrition 75% 80% 75% 65%

Pharmacology 78% 85% 93% 55%

Plant Biology 81% 77% 78% 66%

Plant Breeding 90% 94% 86% 71%

Plant Pathology and Plant-Microbe Biology 89% 81% 86% 63%

Psychology 74% 62% 72% 54%

46

74 %

47


Soil and Crop Sciences 84% 89% 92% 55%

Zoology and Wildlife Conservation 88% 80% 100% 60%

Physical Sciences

Aerospace Engineering 75% 71% 84% 42%

Applied Mathematics 80% 89% 80% 74%

Applied Physics 74% 71% 78% 54%

Astronomy and Space Sciences 78% 95% 87% 64%

Atmospheric Science n/a 80% 50% 60%

Biological and Environmental Engineering 75% 79% 79% 59%

Biomedical Engineering n/a 60% 87% 54%

Chemical Engineering 81% 78% 90% 53%

Chemistry and Chemical Biology 84% 73% 71% 54%

Civil and Environmental Engineering 71% 73% 63% 47%

Computer Science 70% 80% 70% 49%

Electrical and Computer Engineering 83% 79% 80% 50%

Fiber Science and Apparel Design 52% 56% 71% 67%

Geological Sciences 81% 61% 77% 37%

Materials Science and Engineering 78% 67% 78% 51%

Mathematics 68% 73% 86% 75%

Mechanical Engineering 81% 68% 76% 56%

Operations Research and Information Engineering 86% 65% 79% 66%

Physics 83% 73% 77% 65%

Theoretical and Applied Mechanics 80% 87% 97% 79%

Social Sciences

Anthropology 71% 76% 72% 29%

Applied Economics and Management 75% 52% 75% 56%

City and Regional Planning 72% 78% 72% 70%

Communication 64% 67% 64% 60%

Design and Environmental Analysis n/a n/a n/a 0%

Development Sociology 65% 64% 63% 22%

Economics 74% 80% 81% 70%

Education 74% 63% 55% 52%

Government 73% 69% 70% 43%

Hotel Administration 86% 89% 100% 70%

Human Development 76% 66% 68% 65%

Industrial and Labor Relations 68% 64% 86% 57%

Information Science n/a 100% 100% 47%

Law 60% 100% 85% 55%

Linguistics 78% 60% 70% 40%

Management 83% 76% 84% 62%

Policy Analysis and Management 75% 83% 78% 83%

Regional Science 75% 88% 75% 69%

Sociology 62% 64% 77% 25%

Statistics 57% 74% 80% 68%

86 %

Documents

Cornell Graduate School ANNUAL REPORT...of the Graduate School, was named chair-elect for 2014 of the Council of Graduate Schools (CGS). After her one-year term as chair-elect, Knuth