1 Directions in Graduate Education: Opportunities and Challenges Trends from California State University San Marcos (CSUSM) Prepared by Dr. Gerardo M. González, Dean of Graduate Studies Office of Graduate Studies & Research Fall 2012
2 Page 2 Executive Summary California State University San Marcos (CSUSM) opened in fall 1990 as an upper-division baccalaureate campus. CSUSM soon launched master s programs in Graduate programs rapidly transformed our campus environment by enriching CSUSM s instructional and research activities and attracting top-notch graduate students who serve as teaching associates/ assistants, research mentors to undergraduates, and advanced specialists for many campus and community activities. CSUSM established several more master s program offerings including self-support programs beginning in fall 2010 (Biotechnology and Nursing). There are now 12 master s programs across the four colleges in the following disciplines: College of Business Administration (COBA) Master s in Business Administration (MBA) College of Arts, Humanities, Behavioral & Social Sciences (CHABSS) History (M.A) Literature & Writing (M.A) Psychology (M.A.) Master s of Arts in Sociological Practice (MASP) Spanish (M.A.) College of Education, Health, and Human Services (CEHHS) Education (M.A.): Four options - Communicative Sciences & Disorders, Educational Administration, General Option, or Special Education Master s of Science in Nursing (MSN): Two options - RN to MSN or MSN College of Sciences & Mathematics (CSM) Biological Sciences (M.S.) Master s in Biotechnology (MBt) Computer Science (M.S.) Mathematics (M.S.) This report is divided into two parts. Part I summarizes aggregate and program data from fall 2007 to fall 2011 on student enrollment, demographic characteristics, and retention/ graduation rates for all CSUSM master s programs. Part I also includes national data from the Council on Graduate Studies (CGS)/ Graduate Record Examination (GRE) Survey from 2001 to The CGS/ GRE data comprise a total of 655 U.S. higher education institutions (60% public) enrolling nearly 1.7 million graduate students. The CGS/ GRE data provide meaningful norm references and represent the latest national trends. Part II of this report summarizes CSUSM graduate student demographic data by individual master s program. Data for the CSUSM-UCSD joint-doctorate (Ed.D.) in Educational Leadership are not included in this report. The CSUSM data are intended to be illustrative. In some cases, individual program data are not comparable because of the different scopes of each program. For example, some programs have lower enrollments because of the program focus (e.g., intensive student mentoring) and fewer faculty in the department available to teach in the master s program. Furthermore, the CGS/ GRE data are not disaggregated by
3 Page 3 institutional size. CSUSM could not be compared to institutions of similar size. Nonetheless, general findings can be inferred from the campus and national data. The general findings of this report are as follows: National data show that overall master s program enrollment increased 2.6% annually since fall 2006, but decreased by 1.7% between fall 2010 and fall On the other hand, CSUSM stateside master s student headcount decreased by 9% from 584 in fall 2007 to 535 in fall 2011 (an average 2.3% annual decrease). Similarly, CSUSM master s Full-Time Equivalent Student (FTES) enrollment decreased by 10% from 4.1% in fall 2007 to 3.7% in fall Among the reasons for the decline include reductions in enrollments for two large CSUSM master s programs (Education and MBA) and the limited capacity for most stateside master s programs to sustain growth in enrollments. The total CSUSM master s student population has increased to about 600 students since the inception of new CSUSM self-support master s programs. As of fall 2011 CSUSM self-support programs account for about 10% of all CSUSM master s students. Self-support student enrollments are not included in the census data reported to the Chancellor s Office. Thus, enrollments from self-support programs do not affect FTES, but also do not reflect the actual number of graduate students present at CSUSM. More than two-thirds of CSUSM stateside master s students are enrolled part-time (6.0 units or fewer). Conversely, about 50-60% of students in CSUSM self-support master s programs are enrolled full-time. Nationally, most master s students (64%) are enrolled part-time. Overall CSUSM master s student diversity is increasing and above the national norm. However, the increments are small or the numbers are declining for some CSUSM underrepresented groups, such as African Americans and Asian/Pacific Islanders. Over 95% of CSUSM master s students are California residents and 2% are international or out-ofstate students. Nationally, about 6% of master s students are international or out-of-state residents. Two-thirds of all CSUSM master s students are female. The figure is consistent with national trends. However, CSUSM graduate student female enrollment varies by discipline. For example, females constitute about 40% of the CSUSM master s students in the sciences and over 80% of students in CSUSM self-support master s programs. CSUSM master s student one-year continuation rates increased by 18 % over the past 5 years. The rate increased from 74% in fall 2006 to 87% in fall CSUSM graduate student three-year retention rates demonstrated significant variability. The retention rate surged from 59% in fall 2006 to 70% in fall 2007, but regressed to 57% in fall CSUSM master s student graduation rates remained stable, but decreased slightly from 42% in fall 2006 to 38% in fall Most CSUSM master s programs offer a two-year coursework sequence. The CSUSM master s Timeto-Degree (TTD) maximum limit (period to complete degree requirements) is 5 years. The average time it took a CSUSM master s student to complete degree requirements decreased by 10% from 3 years in fall 2006 to 2.7 years in fall The Average Unit Load is the total number of semester course units that a student enrolled in at the time of census. The average unit load for CSUSM master s students increased by 3.2% from 6.7 in fall 2007 to 6.9 in fall However, slight decreases also occurred from fall 2008 to fall These findings underscore current and future opportunities and challenges for graduate education at CSUSM. The conclusions, based the analyses of the trend data, are summarized at the end of this report.
4 Page 4 PART I: CSUSM AND NATIONAL CGS/GRE DATA This section incorporates aggregate and program data for CSUSM master s programs (including self-support programs when data are available) on student enrollment, demographic characteristics, and retention/ graduation rates. National master s student data from the Council of Graduate Schools (CGS)/ Graduate Record Examination (GRE) Survey of Graduate Enrollment and Degrees: 2001 to 2011 are included as norm references for national trends in master s programs.
5 Page 5 A. Enrollment (Headcount and FTES) Table A.1. CSUSM total student headcount by level and fall term Level Undergraduate % % % % % Other Postbaccalaureate % % 3 0.0% 5 0.1% 6 0.1% Credential % % % % % Graduate % % % % % Total Table A.2. CSUSM Full-time Equivalent Student (FTES) enrollment by level and fall term Level Undergraduate % % % % % Other Postbaccalaureate % % % % % Credential % % % % % Graduate % % % % % Total Table A.3. Student headcount for each master s program by fall term (including self-support programs*) Program Biological Sciences (MS) Biotechnology (MS)* Business Administration (MBA) Computer Science (MS) Education (MA) Education Communicative Sciences and Disorders Option* History (MA) Lit & Writing Studies (MA) Mathematics (MS) Nursing (MSN)* Psychology (MA) Sociological Practice (MA) Spanish (MA) Total CSUSM stateside graduate student enrollment declined by 9% since fall 2007 from 584 of the total student headcount (4.1% FTES) to 535 (3.7% FTES) in fall 2011 (Tables A.1 and A.2). Recently, CSUSM stateside graduate student headcount dipped below 550. Some of the decline can be attributed to the downsizing of large stateside master s programs, such as the Education M.A. and MBA, and the lack of sustainable growth
6 Page 6 in the smaller stateside master s programs (Table A.3). However, new self-support master s programs established in fall 2010 placed total CSUSM graduate student enrollment at or near 600. As of fall 2011, selfsupport programs account for about 10% of the total CSUSM master s student headcount. The following two tables represent national data from the Council of Graduate Studies (CGS)/ Graduate Record Examination (GRE) Graduate Enrollment and Degree Survey: 2001 to CGS/GRE tables are used throughout this report as national reference data for master s programs. Although CSUSM graduate student enrollment declined at an annual rate of 2.3% from fall 2007 to fall 2011, the CGS/GRE Survey data suggest that master s student enrollment increased at an average rate of 1.7% from 2006 to From 2010 to 2011, enrollment in master s programs across the country decreased by 2% (Fig. 3.12). However, Math & Computer Sciences, Health Sciences, and Social & Behavioral Sciences increased significantly in enrollment (3.6%, 5.4%, and 4.5%, respectively) from 2010 to 2011 while Education and Arts & Humanities decreased (Fig. 3.20). Note: According to the CGS/ GRE Survey, more than half of the students matriculated in graduate programs in fall 2011 were enrolled in the fields of Business, Education, or Health Sciences. Note: The CGS/ GRE data indicate that institutions reported a 4.3% increase in graduate program applications between fall 2010 and fall However, CSUSM had a 0.6% decrease in stateside graduate program applications between fall 2010 and fall 2011.
7 Page 7 B. Enrollment Status (Part-time and Full-time) Table B.1. CSUSM Enrollment Status by Funding Source (Stateside/Self-Support) by fall term Enrollment Status Source Stateside % % % % % Part-Time Self-Support % % Subtotal % % Stateside % % % % % Full-Time Self-Support % % Subtotal % % Totals Stateside Self-Support Grand Total CSU graduate full-time study is 6.1 units or greater and part-time study is 6.0 units or fewer. In fall 2011, the vast majority (over 70%) of CSUSM stateside graduate students are enrolled part-time (Table B.1). The data also reveal that a majority (between 50-60%) of CSUSM self-support master s program students are enrolled full-time. The national CGS/GRE data suggest that almost two-thirds of master s students are enrolled parttime (Fig. 2.12). Nationally, the field of Education had the greatest proportion of part-time students enrolled in fall 2011 (Fig. 2.14). Most disciplines report that a majority of graduate students (including doctoral) are enrolled full-time. The CSUSM data in Part II of this report indicate that enrollment status varies by master s program. At CSUSM, 9 of 12 master s programs show that a majority of their students are enrolled part-time. 1 Reflects data among self-support programs only. 2 Reflects data across all master s programs.
8 Page 8 C. Ethnicity Table C.1. CSUSM student Ethnicity by Funding Source (Stateside/Self-Support) by fall term Ethnicity Source Stateside % % % 9 1.6% 7 1.3% African American Self-Support % 1 2% Subtotal % 8 1% Stateside % % % % % Asian/ Pacific Islander Self-Support % % Subtotal % % Stateside % % % 93 17% % Latino Self-Support % 4 8.2% Subtotal % % Stateside 7 1.1% 6 1.1% 8 1.5% 4 0.7% 6 1.1% Native American Self-Support % 0 0% Subtotal % 6 1% Stateside % % % % % White Self-Support % % Subtotal % Stateside % 7 1.3% % Multi-race Self-Support % 1 2% Subtotal % 16 3% Stateside % % % % % Other/Unknown Self-Support % % Subtotal % Stateside % % % % % Non-US Citizen Self-Support % 1 2% Subtotal % % Stateside Totals Self-Support Grand Total The diversity of the CSUSM graduate student population has increased gradually since fall 2007 (Table C.1). As of fall 2011, the graduate student demographic data do not reveal a single majority ethnic group. Whites currently comprise nearly 50% of the CSUSM stateside master s student population, but have decreased by 26% since fall Latinos constitute almost 20% of the CSUSM stateside master s student population (a 4% increase since fall 2007). African Americans and Asian/Pacific Islanders decreased in graduate enrollment by 68% and 43% since fall 2007, respectively. The ethnicity data for about 1 in 5 master s students are unidentified or not reported.
9 Page 9 Overall, CSUSM is above the norm in ethnic diversity for most underrepresented groups in comparison to other master s and doctoral degree programs across the country (Fig. 2.19). The national CGS/ GRE data also suggest that African Americans and Latinos displayed the largest average graduate enrollment increases (8.7% and 6.9%, respectively) from 2001 to 2011 (Fig. 3.13). This is the opposite case for CSUSM with respect to decreasing enrollment trends for African Americans. The fall 2011 CGS/ GRE data indicate that most underrepresented students enroll in Business or Education (Fig. 2.20). Fig shows that African Americans, Asian/Pacific Islanders, and American Indians reported large enrollment growth in Business from 2001 to Among Latinos, the largest growth from 2001 to 2011 (8.6%) occurred in the sciences. Based on CSUSM master s student data, most underrepresented master s students enroll in Education, Sciences, or Behavioral Sciences. See CSUSM master s program tables in Part 2 of this report.
10 Page 10 D. Residence Status Table D.1. CSUSM master s student residence status by fall term and funding source Residence Source Stateside % % % 7 1.3% % International Self-Support % 1 1.6% Subtotal % 12 2% Another State/Possession Military California Not Determined Totals Stateside 4 0.6% 2 0.4% 4 0.7% 4 0.7% 4 0.7% Self-Support Subtotal % 4 0.7% Stateside % 1 0.2% % Self-Support Subtotal % Stateside % % % % % Self-Support % % Subtotal % % Stateside % 2 0.4% 4 0.7% Self-Support % Subtotal % % Stateside Self-Support Grand Total Over 95% of CSUSM graduate students are California residents. However, only 2% of CSUSM master s students are international or out-of-state students (Table D.1). The trend is consistent for CSUSM stateside and self-support programs. See Part II of this report. The fall 2011 CGS/ GRE data suggest that, on average, U.S. colleges and universities report 6% of their master s student populations are temporary residents (international or out-of-state students). See Fig Nationally, many temporary students are enrolled in the sciences, but a sizable number are also enrolled in Business (Fig. 2.17).
11 Page 11 E. Gender Table E.1. CSUSM master s student gender by fall term and funding source Gender Breakdown Stateside % % % % % Female Self-Support % % Subtotal % % Stateside % % % % % Male Self-Support % % Subtotal % % Stateside Totals Self-Support Grand Total Females constitute about two-thirds of the CSUSM stateside graduate student population and over 80% of the students in CSUSM self-support master s program (Table E.1). According to the fall 2011 CGS/ GRE Survey, females comprise almost 60% of the national enrollment in master s and doctoral degree programs. Nationally, women constitute a majority of the graduate student enrollment for all ethnic groups (Fig. 2.18) and all disciplines, except Physical Sciences, Math & Computer Sciences, Engineering, and Business (Fig. 2.13).
12 Page 12 F. Retention Rates Table F.1. CSUSM master s student 1-year continuation rate by program Program Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall2011 Biology Retention Rate Number of Students Biotechnology* Retention Rate Number of Students Business Administration Retention Rate Number of Students Computer Science Retention Rate Number of Students Education Retention Rate Number of Students Education CSD* Retention Rate (Communicative Sciences and Disorders Option) Number of Students History Retention Rate Number of Students Literature and Writing Retention Rate Number of Students Math Retention Rate Number of Students Nursing* Retention Rate Number of Students Psychology Retention Rate Number of Students Spanish Retention Rate Number of Students Sociology Retention Rate Number of Students One-year continuation rates across CSUSM master s programs increased by 18% from 74% in fall 2006 to 87% in fall 2011 (Table F.2). Three-year retention surged from 59% in fall 2006 to 70% in fall 2007, but regressed to 57% in fall Graduation rates remained stable, but decreased slightly from 42% in fall 2006 to 38% in fall See Table F.3 for individual stateside master s program data on 3-year graduation and retention rates. Table F.2. Aggregate CSUSM master s program retention rates Fall Yr Continuation Rate (%) Graduation Rate at 3 years (%) Enrolled 13th term after entry (%) Yr Retention Rate (%) Graduated at 3 years (count) Total (Count)
13 Page 13 Table F.3. CSUSM master s student 3-year retention rates by program. (Stateside programs only. Data on CSUSM self-support programs not yet available. Data do not represent eventual graduation rates). Fall Fall Program Rates/ Count Graduation Rate (%) Enrolled (13th term after entry) % Biology Retention rate (%) Number of Students Business Administration Computer Science Education History Literature and Writing Math Psychology Spanish Sociology Graduation Rate Enrolled (13th term after entry) Retention rate Number of Students Graduation Rate Enrolled (13th term after entry) Retention rate Number of Students 8 5 Graduation Rate Enrolled (13th term after entry) Retention rate Number of Students Graduation Rate Enrolled (13th term after entry) Retention rate Number of Students 7 10 Graduation Rate Enrolled (13th term after entry) Retention rate Number of Students 5 9 Graduation Rate Enrolled (13th term after entry) Retention rate Number of Students 3 6 Graduation Rate Enrolled (13th term after entry) Retention rate Number of Students 6 7 Graduation Rate Enrolled (13th term after entry) Retention rate Number of Students 3 2 Graduation Rate Enrolled (13th term after entry) Retention rate Number of Students 15 14
14 Page 14 G. Average Unit Load Table G.1. CSUSM master s student average unit load by fall term Program Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Biological Sciences (MS) Biotechnology (MS) Business Administration (MBA) Computer Science (MS) Education (MA) Education CSD Communicative Sciences and Disorders Option* History (MA) Lit & Writing Studies (MA) Mathematics (MS) Nursing (MSN) Psychology (MA) Sociological Practice (MA) Spanish (MA) Average A student enrolling in 6.1 units or greater in a semester is considered full-time. Most CSUSM are part-time, thus it is not surprising that the average unit load is approximately 6 units. In general, the average unit load across increased by 3.2% across all CSUSM master s programs from 6.7 units in fall 2007 to 6.9 in fall However, it is noted that average unit load decreased from fall 2008 to fall 2010 (table G.1). Note: CGS/ GRE national data on average unit load were not available. *Note: The Education CSD program is unique in that the program requires coursework and intensive practica. Thus, the CSD data were not computed in the average unit load. With all self-support programs removed from the computation, the average unit load for stateside program students was 7.1 units in fall 2011.
15 Page 15 H. Master s Degrees Awarded by Academic Year Table H.1. CSUSM master s degrees awarded by academic year Program Biological Sciences (MS) Biotechnology (MS) Business Administration (MBA) Computer Science (MS) Fall 2007 to Summer 2008 Fall 2008 to Summer 2009 Fall 2009 to Summer 2010 Fall 2010 to Summer 2011 Fall 2011 to Summer 2012* Count Percent Count Percent Count Percent Count Percent Count Percent 10 5% 6 5% 6 4% 8 5% 8 4% 0 0% 0 0% 0 0% 10 6% 14 7% 35 18% 0 0% 20 14% 22 13% 24 11% 5 3% 4 3% 6 4% 10 6% 7 3% Education (MA) % 67 54% 67 47% 84 49% % History 0 0% 1 1% 3 2% 2 1% 5 2% Literature & Writing Studies (MA) 7 4% 20 16% 10 7% 9 5% 9 4% Mathematics (MS) 3 2% 2 2% 2 1% 3 2% 3 1% Nursing (MSN) 9 4% Psychology (MA) 8 4% 3 2% 8 6% 6 3% 7 3% Sociology (MA) 7 4% 15 12% 12 8% 15 9% 9 4% Spanish (MA) 2 1% 5 4% 8 6% 3 2% 3 1% Total % % % % % On average, CSUSM Business, Education, and Sociology programs conferred the greatest number of masters degrees from 2007 to 2012 (Table H.1). According to the national CGS/GRE Survey, the fields of Business and Education conferred the highest number of master s degrees in (Fig. 2.22). Nationally, there was a 5% total growth in master s degrees awarded across disciplinary fields from 2000 to The strongest growth (5% or greater) occurred in Engineering, Health Sciences, and Other Fields (Fig. 3.23). The vast majority of degrees in the natural sciences are conferred to men. On the other hand, most of the master s degrees awarded nationally in were conferred to women (Fig. 2.25)
16 Page 16
17 Page 17 I. Time to Master s Degree by Graduation Year Table I.1. CSUSM master s student average Time-to-Degree (TTD) by graduation year Program Biology Average Years Number of Graduates Business Average Years Number of Graduates Computer Science Average Years Number of Graduates Education Average Years Number of Graduates Spanish Average Years Number of Graduates Lit & Writing Studies Average Years Number of Graduates Mathematics Average Years Number of Graduates Psychology Average Years Number of Graduates Sociological Practice Average Years Number of Graduates History Average Years Number of Graduates Nursing Average Years Number of Graduates Biotechnology Average Years Number of Graduates Overall Average Total Count Years Number of Graduates CSUSM has a five-year Time-to-Degree (TTD) maximum limit. The TTD data reflect the average time it took students, who have graduated, to complete their degree. Most CSUSM master s programs require at least 30-units to attain a master s degree and offer a program of study that can be completed within 2 years. The average TTD across CSUSM master s programs decreased by 17% from 3.5 years in to 2.9 years in (Table I.1). CGS/ GRE national data were not available.
18 PART II: DEMOGRAPHIC DATA BY CSUSM PROGRAM This section summarizes student demographic data by individual master s program on ethnicity, residency status (California, international, military, etc.), gender, and enrollment status (part- and full-time). The following tables extricate the CSUSM master s student aggregate data. However, the data by program are presented without further analyses or interpretations.
19 Page 19 COLLEGE OF EDUCATION, HEALTH, AND HUMAN SERVICES Education (MA) Education Master's Students Ethnicity by Fall Term African American 8 2.5% 5 1.7% 1 0.4% 3 1.1% 2 1% Asian % % % % 10 4% Latino % % % % 49 18% Native American 6 1.8% 6 2.0% 8 3.0% 2 0.7% 3 1% White % % % % % Multi. Race % 7 3% Other/Unknown % % % % 48 18% Non-US citizen: F, J, Other Visa, or Undetermined % 1 0.4% 2 0.7% 2 1% Total Education Master's Students Residence Status by Fall Term International % 1 0.4% 1 0.4% Military % Another Sate/Possession 1 0.3% 1 0.3% 2 0.7% 3 1.1% - - California % % % % % Not Determined Total Education Master's Students Gender by Fall Term Female % % % % % Male % % % % % Total Education Master's Students Enrollment Status by Fall Term Part-Time % % % % % Full-Time % % % % % Total
20 Page 20 Education (Communicative Sciences & Disorders) Education CSD Master's Students Ethnicity by Fall Term Fall 2009 Fall 2010 Fall 2011 African American % Asian % 2 7.7% Latino % 2 7.7% White % % Other/Unknown % % Multi Race % Non-US citizen Total Education CSD Master's Students Residence Status by Fall Term Fall 2009 Fall 2010 Fall 2011 International California % % Not Determined % Total Education CSD Master's Students by Gender by Fall Term Fall 2009 Fall 2010 Fall 2011 Female % % Male % Total Education CSD Master's Students by Enrollment Status by Fall Term Fall 2009 Fall 2010 Fall 2011 Part-Time Full-Time % % Total
21 Page 21 Nursing (MSN) MSN Students Ethnicity by Fall Term Fall 2009 Fall 2010 Fall 2011 African American Asian % % Latino % % White % % Other/Unknown % % Non-US citizen Total MSN Students Residence Status by Fall Term Fall 2009 Fall 2010 Fall 2011 International California % 9 100% Not Determined Total MSN Students Gender by Fall Term Fall 2009 Fall 2010 Fall 2011 Female % % Male % % Total MSN Students Enrollment Status by Fall Term Fall 2009 Fall 2010 Fall 2011 Part-Time % 9 100% Full-Time % - - Total
22 Page 22 COLLEGE OF HUMANITIES, ARTS, BEHAVIORAL AND SOCIAL SCIENCES History (MA) History Master's Students Ethnicity by Fall Term African American Asian % 2 7.4% 2 7.1% 2 6.7% Latino 1 9.1% 2 7.7% % 2 7.1% 2 6.7% Native American White % % % % % Multi. Race % 1 3.6% 2 6.7% Other/Unknown % 2 7.7% 1 3.7% 1 3.6% % Non-US citizen F, J, Other Visa, or Undetermined Total History Master's Students Residence Status by Fall Term International Military % Another Sate/Possession California % % % % % Not Determined Total History Master's Students Gender by Fall Term Female % 13 50% % % % Male % 13 50% % % % Total History Master's Students Enrollment Status by Fall Term Part-Time % % % % % Full-Time % % % 2 7.1% % Total
NATIONAL LATINO RESEARCH CENTER PROGRESS REPORT: Ethnic Disparities in Higher Education in North County San Diego This draft report was created by Carolyn Kitzmann, NLRC Research Analyst Arcela Núñez-Álvarez,
Faculty Mentoring Program Annual Report 2009-2010 Prepared by: Marie Thomas and Sonia M. Perez FMP Annual Report 2009-2010 Page 1 of 9 INTRODUCTION The Faculty Mentoring Program (FMP) is a campus program
Graduate Education in the United States Finnish Higher Education Experts USA Study Tour 2009 October 26, 2009 Robert Sowell Vice President for Programs and Operations Council of Graduate Schools Outline
Science and Math Teacher Initiative (CalTeach) Program Highlights Report OVERVIEW The University of California Science and Math Teacher Initiative known as CalTeach is making a strong contribution to the
The premier provider of market intelligence Application Trends Survey SURVEY REPORT About This Study The Application Trends Survey is a product of the Graduate Management Admission Council (GMAC ), a global
Graduate Enrollment and Degrees in Communication/Journalism: Benchmarking Data from the Council of Graduate Schools/Graduate Record Examinations Survey Since 1986, the Council of Graduate Schools (CGS)
2015 TRENDS IN THE SUPPLY OF ACCOUNTING GRADUATES AND THE DEMAND FOR PUBLIC ACCOUNTING RECRUITS By AICPA Students, Academics & Inclusion CX Act Copyright 2015 American Institute of. All right reserved.
2015 TRENDS IN THE SUPPLY OF ACCOUNTING GRADUATES AND THE DEMAND FOR PUBLIC ACCOUNTING RECRUITS By AICPA Students, Academics & Inclusion CX Act Copyright 2015 American Institute of CPAs. All right reserved.
University of California Office of the President Doctoral Persistence and Completion Rates Fall 2000-2002 Entry Cohorts Purpose This report assesses persistence and completion rates of University of California
I nspiring E xcellence. P ushing the B oundaries of I nnovation. P reparing a N ew K ind of L eader, T hinker and I nnovator. G raduate S tudies at C alifornia S tate U niversity S an M arcos. For more
Enrollment and Degrees in Professional Science Master s (PSM) Programs: 2013 TM Enrollment and Degrees in Professional Science Master s (PSM) Programs: 2013 Jeffrey R. Allum Director, Research and Policy
1 In Pursuit of Excellence and Equity Gevirtz Graduate School of Education Strategic Plan 2007 2012 The Gevirtz Graduate School of Education is one of five colleges at the University of California, Santa
Chapter 4 Graduate Enrollment Overview Graduate enrollment in science and engineering 1 rose in after 5 consecutive years of decline. (See appendix table 4-1.) The growth was entirely attributable to increases
Graduate Enrollment and Degrees: 2003 to 2013 Graduate Enrollment and Degrees: 2003 to 2013 Jeff Allum September 2014 The CGS/GRE Survey of Graduate Enrollment and Degrees is jointly sponsored by: Council
IHE Master's Performance Report Appalachian State University 2004-2005 Overview of Master's Program Appalachian State University is a comprehensive university offering a broad range of graduate programs.
May 2011 M.S. in Computational Finance and Risk Management University of Washington Seattle Introduction University of Washington (UW) proposes to offer a Master of Science in Computational Finance and
MASTER OF SCIENCE IN NURSING Program Director Judith L. Papenhausen, Ph.D., RN Graduate Coordinator and Chairperson Denise M. Boren, Ph.D., RN The mission of the graduate program in nursing at California
United Methodist-related Two-Year Colleges 2009-2010 Fact Book 2009-2010 Fact Book United Methodist-Related Two-Year Colleges COMPILED BY Sarah Combs and Michelle Fugate Pederson General Board of Higher
EXECUTIVE SUMMARY Findings from the Annual Survey of Schools of Nursing Academic Year 2009-2010 NLN Data Show Both Progress and Challenges in Meeting IOM Objectives This executive summary describes findings
MBA Program Master of Business Administration Overview The goal of the Montclair State University MBA program is to ensure that our graduates have the skills and knowledge needed to be effective managers
011 Application Trends Survey Survey Report Application Trends Survey 2011 2011 Graduate Management Admission Council. All rights reserved. c The GMAC Survey Series About This Study The Application Trends
Increasing Competitiveness of First Generation Community College Students Pursuing a STEM Degree Virginia Estrella, B.S. MESA Program Director Santa Barbara City College Consuelo Gonzalez, B.S MESA Program
Diversity in California s Health Professions: Physical Therapy September 2008 A report of the California Health Workforce Tracking Collaborative Timothy Bates and Susan Chapman UCSF Center for the Health
Name of Program: Liberal Studies Undergraduate Academic Program Review Template Name and contact information for person completing the review: Indicate whether the program is X on campus online both NCA
Student Equity Plan 2014-2017 November 6, 2014 2 EXECUTIVE SUMMARY (SDCE) provides adult education for the San Diego Community College District. SDCE is the largest, separately accredited continuing education
http://www.collegeportraits.org/nj/msu 1 of 1 7/23/2014 9:58 AM Founded in 1908, is New Jersey s second largest university. It offers all the advantages of a large university a comprehensive undergraduate
University of Houston-Downtown Accountability Report January 2014 Accountability System, January 2014 1 of 21 Participation - Key Measures Enrollment 1. Fall headcount (unduplicated) Fall 2000 Fall 2012
The Current Status of Ethnic Minorities in Psychology According to the year 2000 data of the U.S. Census Bureau, ethnic minorities constitute 30% or almost one third of the United States' population (Figure
Section 1: Program Summary Graduate School of Education and Human Telephone: (202) 994-6166 Development 2134 G Street W, Suite 416 Website: http://gsehd.gwu.edu/ Washington, DC 20052 Mission: Our Mission:
Program Review Submission Program Review List Logout How it works 2014-2015 Instructional Program Review Program Name: Sociology Program Contact: Mathur, Minu Academic Year: 2014-2015 Status: Submitted
Review of the B.A., B.S. in Political Science 45.1001 Context and overview. The B.A., B.S. in Political Science program is housed in the Department of Politics and Government within the College of Arts
January 11, 2002 Page 1 of 19 TOPIC: STATEWIDE DIVERSITY REPORT PREPARED BY: MICHELLE DERBENWICK I. SUMMARY Under CCHE s Diversity Policy, the Commission annually monitors the state s progress toward access
Engaging Californians on Key Education Challenges I S S U E B R I E F F E B U A R Y 2 0 1 2 Passing When It Counts Math courses present barriers to student success in California Community Colleges Overview
Graduate Assistants and Fellowships The School of Public Health offers Graduate Awards to students who are in good academic standing and demonstrate merit. Students should submit a separate application
2015 EISENHOWER TRANSPORTATION FELLOWSHIP. OBJECTIVES OF THE PROGRAM The EISENHOWER TRANSPORTATION FELLOWSHIP PROGRAM provides funding for the pursuit of Associates, Bachelors (junior and senior), Masters
BRIDGE TO THE DOCTORATE PROGRAM APPLICATION INSTRUCTIONS These instructions & all required forms are available online @ http://www.temple.edu/amp Temple University Bridge to the Doctorate Fellowships support
SARI Rpt #203 1/01 TABLE OF CONTENTS EXECUTIVE SUMMARY POSTGRADUATE STUDIES Degree Program Type & Location Choice of School Preparation for Education OCCUPATIONAL OUTCOMES Employment Status Careers Salaries
Introduction The California State University has awarded more higher education degrees than any other college or university in California over the past few years. Since 1975-1976, about half of all baccalaureate
The premier provider of market intelligence Application Trends Survey 2015 SURVEY REPORT About This Study The Application Trends Survey is a product of the Graduate Management Admission Council (GMAC ),
Investing in What Works: How Federal TRiO Programs Can be Used to Enhance the STEM Pipeline A Presentation for the Building Diversity in Higher Education: Strategies for Broadening Participation in the
Committee on Educational Planning, Policies, and Programs October 29, 2015 6. Transfer Student Report 2014... Kate Henz Situation: Presentation of the Transfer Student Report Background: Information is
Survey of Publicly Funded, Accredited Nursing Colleges in New Mexico March 2014 Written By: Shanna Schultz, Program Coordinator for the Academic Progression in Nursing Grant 0 Contents Executive Summary...
Sul Ross State University Rio Grande College Accountability Report January 2013 Accountability System, January 2013 1 of 20 Participation - Key Measures Enrollment 1. Fall headcount (unduplicated) Fall
Survey of Nursing Education Programs: 2009 2010 School Year Prepared for Michigan Center for Nursing Okemos, Michigan Prepared by Public Sector Consultants Lansing, Michigan www.pscinc.com Survey of Nursing
2915 High School Road Indianapolis, IN 46224 SUMMARY REPORT ACADEMIC YEAR 2004-2005 STATEWIDE SURVEY OF NURSING PROGRAMS Compiled fall 2005 Introduction The Indiana Nursing Workforce Development Coalition
Setting Office of Student Research & Campus Surveys The Success and Satisfaction of Community College Transfer Students at UC Berkeley Results from the 2010 University of California Experience Survey (UCUES)
Graduate Enrollment and Degrees by Fine Field: September 2013 Jeffrey R. Allum The CGS/GRE Survey of Graduate Enrollment and Degrees is jointly sponsored by the Council of Graduate Schools and the Graduate
STATE OF IOWA DECEMBER 3, 2014 REQUEST FOR NEW PROGRAM AT THE UNIVERSITY OF IOWA: MASTER OF STUDIES IN LAW Contact: Diana Gonzalez Action Requested: Consider approval of the request by the University of
Cerritos College Associate Degree Nursing Program The California Board of Registered Nursing 2010-2011 Annual School Report reflected that 61% of nursing programs in California are Associate Degree programs.
El Camino College Degrees and Certificates Awarded Recent Trends (2009-2014) Executive Summary This report highlights the trends in degrees and certificates awarded by El Camino College and El Camino College
Graduate Employment Data Common Questions Pilot Project Survey NOTE: This survey is intended to be conducted online using Survey Monkey or other online survey software. The highlights show where the survey
Review of the M.A., M.S. in Psychology 42.0101 Overview of the program. The M.A., M.S. in Psychology program is housed in the Department of Psychology within the College of Arts and Sciences. Other programs
Survey of Nursing Education Programs: 2005 2006 School Year EXECUTIVE SUMMARY In the fall of 2006, the Michigan Center for Nursing conducted a survey of nursing education programs in Michigan to collect
Texas A&M University-Corpus Christi Accountability Report January 2015 Accountability System, January 2015 1 of 21 Participation - Key Measures Enrollment 1. Fall headcount (unduplicated) Fall 2000 Fall
2014 Annual Survey of the Mathematical Sciences in the US Report on the 2013-2014 New Doctoral Recipients William Yslas Vélez, James W. Maxwell, and Colleen Rose This report presents a statistical profile
The Role, Mission, Vision, and Goals of Graduate Education at Central Washington University Role: The role of graduate education at Central Washington University is multi-faceted. Graduate education, first
Future Plans of CSU Fullerton Bachelor s Degree Candidates The CSU Fullerton Office of Institutional Research and Analytical Studies administered a web-based survey to 6,760 anticipated spring or summer
Taking Initiative: How an IR Department Can Inform and Shape University Practice and Educational Effectiveness Tracy Heller, PhD, Associate Provost of Administration, Los Angeles Campus Beth Benedetti,
The Condition of College & Career Readiness l 2011 ACT is an independent, not-for-profit organization that provides assessment, research, information, and program management services in the broad areas
Texas A&M University-Corpus Christi Accountability Report January 2016 Accountability System, January 2016 1 of 23 Participation - Key Measures Enrollment 1. Fall headcount (unduplicated) Fall 2000 Fall
BOARD OF HIGHER EDUCATION REQUEST FOR COMMITTEE AND BOARD ACTION COMMITTEE: Assessment and Accountability NO.: AAC 08-01 BOARD DATE: October 19, 2007 MOVED: The Board of Higher Education hereby approves
Council of Graduate Schools Welcome to the. You have been selected for this study because you enrolled in a master s degree program but are not taking classes in the current semester/quarter or have left
Cañada College Student Performance and Equity Dashboard developed and maintained by The Office of Planning, Research and Student Success INTRODUCTION Welcome to the Cañada College Student Performance and
Testimony by Freeman A. Hrabowski, III President, University of Maryland, Baltimore County (UMBC) before the Subcommittee on Research and Science Education House Committee on Science & Technology Rayburn
ACADEMIC AFFAIRS COUNCIL AGENDA ITEM: 4.C (1) (a) DATE: April 3, 2013 ****************************************************************************** SUBJECT: New Site Requests USD, M.A. in Interdisciplinary
Student Admissions, Outcomes, and Other Data (updated September 2015) Admissions (2007-2015) The minimum criteria for admission to the doctoral program in school psychology include: the pre-requisite educational
California Pre-Doctoral Program The California Pre-Doctoral Program is designed to increase the diversity of the pool of potential faculty by supporting the doctoral aspirations of CSU students who have
2013 TRENDS in the supply of Accounting Graduates and the Demand for Public Accounting Recruits 2013 TRENDS a By Scott Moore Director, Student and Professional Pathways Academic & Career Awareness TARP
Application for Graduate Admission Application Process St. John Fisher College operates on a rolling admission basis. Applications are reviewed as they are received and admission decisions are made within
FSSE-G 2015 Respondent Profile NSSEID: 888888 About This Report The display below highlights details in the FSSE-G Respondent Profile report that are important to keep in mind when interpreting your results.
College Enrollment by Age 1950 to 2000 Colleges compete with the labor market and other adult endeavors for the time and attention of young people in a hurry to grow up. Gradually, young adults drift away
Center for Education & Innovation at American Institutes for Research Broadening Participation in Graduate Education Issue Brief May 2013 Kristina L. Zeiser Rita J. Kirshstein Courtney Tanenbaum The Price
UNIVERSITY OF SOUTH ALABAMA MARINE SCIENCE (MS) - MARINE CONSERVATION 1 Marine Science (MS) - Marine Conservation Degree Requirements Master Of Science (M.S.) In Marine Conservation And Resource Management
Department of Economics College of Arts and Sciences Texas Tech University Strategic Plan 2012 2020 Mission The Department of Economics is dedicated to excellence in teaching, research, and service. The
1475 LAWRENCE STREET SUITE LC-2401 DENVER, CO 80202 Executive Summary ColoradoFIRST Impact on Participant Future Education and Career Choices ColoradoFIRST and FIRST Robotics Competition (FRC ) have certainly
Co-Curricular Activities and Academic Performance -A Study of the Student Leadership Initiative Programs Office of Institutional Research July 2014 Introduction The Leadership Initiative (LI) is a certificate
National Center for Education Statistics IPEDS Data Center Rensselaer Polytechnic Institute UnitID 194824 OPEID 00280300 Address 110 8th St, Troy, NY, 12180-3590 Web Address www.rpi.edu Institution Characteristics
FSSE-G 2015 Respondent Profile IPEDS: 179566 About This Report The display below highlights details in the FSSE-G Respondent Profile report that are important to keep in mind when interpreting your results.
Applying is Easy. Prospective students should submit an application to University of the Pacific s Research and Graduate Studies Office: www.pacific.edu/homepage/graduate To apply online, visit: www.applyweb.com/apply/uopg/menu.html
Section 1. NIU s Sport Management MS Student Exit Interview -- Student Questions Please answer the following questions offered below regarding your experiences within the program. 1. General Reflections
NEW INSTRUCTIONAL PROGRAM PROPOSAL Institution: Program: Award: Institution s Existing Degree(s) in Same or Similar Discipline: University of Nebraska at Omaha (UNO) Critical and Creative Thinking Master
Examining STEM Pathways among Students Who Begin College at Four- Year Institutions Kevin Eagan, Sylvia Hurtado, Tanya Figueroa, Bryce Hughes University of California, Los Angeles 1 Introduction In the
School of Nursing 2014-2015 Fact Book IV Professor Lisa O Steen COEHP Assessment Council COEHP Assessment Scheme for Continuous Improvement Purposeful Assessment, Data Collection, Analysis, Plans for Improvement,
CRITERIA FOR USE IN DEVELOPING PROPOSALS FOR FACULTY HIRES IPC/SSPC criteria for hiring faculty include a well written/presented proposal based on the current annual planning document with data and rationale
2014 Nursing Supply and Demand Study Acute Care Greater Cincinnati Health Council 2100 Sherman Avenue, Suite 100 Cincinnati, OH 45212-2775 Phone: (513) 531-0200 Table of Contents I. Introduction and Executive
National Nursing Workforce Minimum Datasets: Education Rationale for Selection and Measurement of Minimum Dataset Items Prior to development of this draft, the National Forum of State Nursing Workforce
1 Accountability System Reports for Selected Success Measures Very Large Community College Districts Spring 2008 Membership in Group: The group of very large community colleges in Texas includes the following