ࡱ> @ 2sbjbjFF 6,,;7 " ; ; ;8B;;" 5\^<l>(>>>o?/AAH [ [ [ [ [ [ [$]R)`0[ No?o?NN0[ >>E[SSSN2 > > [SN [SS:BX, X >R< D; ;PnX [[`5\xXR7aQ7aX   XD7a YBFSHL1KBBB0[0[" " &$R" " &$ Graduate Student and Graduate Education Data Needs Julie Carpenter-Hubin, Jed Marsh, Lou McClelland, and Lydia Snover Draft March 2005 The AAU Graduate Education Task Force is charged with examination of the current state of graduate education data collection, including what data are currently collected, whether there are systematic flaws or redundancies in the data collected, and how to address those problems. The AAU Data Exchange (AAUDE) first began to develop a comprehensive look at data needs with regard to graduate students and graduate education in 2003. Since then, AAUDE members of the AAU Graduate Education Data Task Force have collaborated to produce this analysis, which looks first at the multiple audiences for such data and then reviews current sources of data broadly categorized, as well as issues with those data. For each of these categories, our recommendations for improvement or expansion of current data sources are suggested. We bring this analysis to the Task Force with the intention that it be a starting point for discussions about graduate student and graduate education data needs. We are struck by the tremendous complexity and variety of graduate education. According to the 2003 Survey of Earned Doctorates, 423 universities conferred the PhD in 282 fields of specialization. The median time to degree from baccalaureate to PhD ranged from 7.9 years in physical sciences to 18.2 years in education. The graduate student experience varies based on the institution attended, the field of study, the faculty advisor, and the individual student. We are fully aware that no analysis of data needs would be complete without the critical input of graduate deans and their staff. But since we must start somewhere, we offer the following perspective from four institutional researchers. Both this document and the AAU Graduate Education Task Force have emphasized doctoral education, with masters programs or awards associated with doctoral programs included for completeness. Professional degrees, MBAs, and stand-alone masters programs are not an explicit focus and in many cases are excluded. Audiences for Graduate Student and Graduate Education Data Participating universities: Data are used internally for comparative purposes at the institution-level and at the discipline-level. Comparisons are made among programs at an institution, across institutions, and over time. Internal uses include comparing relative size, quality and diversity; tracking changes over time; and discovering best practices. Within participating universities, the data may be used by graduate schools, offices of academic affairs, institutional researchers, college administrators, and/or department chairs and graduate studies committees. Prospective students: Data will allow participating universities to better assist students in evaluating financial aid offers, understanding program strengths or weaknesses from the perspective of other graduate students, and learning about the career paths of recent graduates. Legislators, the press, and society at large: Data will allow participating universities collectively and individually to better respond to legislators and the press at both the national and state levels, to provide a national context when responding to local legislators and media, and to better detect national trends to proactively inform legislators, the press, and citizens of impending issues and of higher educations contribution to society. National organizations and societies: Data available to national organizations and societies (e.g. Association of American Universities, American Academy of Arts & Sciences) will support lobbying and education efforts on behalf of higher education. The data required to meet the above out-lined needs fall into six principal categories: 1) graduate student demographics; 2) graduate student credentials; 3) graduate student financial support; 4) graduate student experience including graduation rates and time to degree; 5) graduate student career track; and 6) graduate student/graduate education policies. For each category, we have described the data we know to be available. Where possible, we have listed links to additional information about those datasets. We have also described what we see as the issues/problems, and then described the data that would be ideal to have from a data users perspective. Data providers might not find the provision of the additional data quite so ideal a situation. The following discussion does not include the upcoming NRC Study of Research Doctorate Programs. The NRC study plans data collection in nearly all of the areas we see as critical. Implementation of a regular data collection by the NRC would significantly affect our recommendations for additional or expanded surveys. Enrolled Graduate Student Numbers and Demographics Current Data Sources Current data sources include the CGS/GRE Survey of Graduate Enrollment, Survey of Earned Doctorates, IPEDS Fall Enrollments, NSF Survey of Graduate Students and Postdoctorates in Science and Engineering, Thomson Petersons Annual Survey of Graduate and Professional Institutions, and IPEDS Completions. They provide the following graduate student counts and demographic data: CGS/GRE: Graduate enrollment for both total and first-time enrollments by gender and attendance status (full-time, part-time); graduate enrollment for first-time and total enrollments by ethnicity and gender; degrees conferred by gender and degree level (masters, doctoral); and complete applications submitted, accepted, and not accepted. The data are collected for the total institution and for approximately 50 disciplines. CGS/GRE uses its own taxonomy for the disciplines. The annual survey is completed by the institution, usually either by the Graduate School or by the institutional research office. Although the institutional response rate is over 90%, not all institutions complete all disciplines or all items. The annual publication, Graduate Enrollment and Degrees, tabulates results by year by institutional variables such as public or private affiliation, highest degree granted, and Carnegie Classification, and by nine broad discipline fields. Public reports include no data by institution. Sponsor: Council of Graduate Schools. Survey of Earned Doctorates: Degrees conferred by gender, ethnicity, citizenship, residency, parents highest educational level, marital status, disability, and discipline. Graduating doctoral students individually complete questionnaires, which are compiled and reported on annual June to July cycle. The survey has a response rate over 90%; fill-in data on non-respondents come from institutions. Results are fed to the DRF, Doctoral Recipients File which now contains a total of 1,517,626 records on individuals completing doctorates over the last 84 years. Sponsor: Six federal agencies including NSF; collection by NORC. NORC and NSF annually publish results by year and broad discipline, with some results for individual institutions. Results for specialized disciplines are available for purchase. Institutions may purchase their own DRF records of doctoral degrees awarded 1920-, identified with student name. IPEDS Fall Enrollment: Graduate and first-professional enrollment by race/ethnicity, gender, attendance status, student level (graduate, first-professional), and age. Data are collected for the total institution and for nine fields (education, engineering, law, biological sciences/life sciences, mathematics, physical sciences, medicine, dentistry, and business management/administrative sciences). The nine fields are coded at the 2-digit CIP level. The annual survey is completed by the institution, usually by an institutional research or registrars office. Data are public, available through a variety of retrieval mechanisms. Expansion of this survey to collect unit-record data is currently under study at the National Center for Education Statistics (NCES) of the US Department of Education, the survey sponsor. Submission is required for institutions receiving any federal funding. NSF Survey of Graduate Students and Postdoctorates in Science and Engineering: Number of science and engineering postdoctorates by gender and residency (foreign/temporary residents, US citizens and permanent residents); number of science and engineering postdoctorates with medical degrees; number of science and engineering graduate students by gender, ethnicity and residency; number of first-year, full-time science and engineering graduate students by gender, ethnicity and residency. Data are collected annually, by science and engineering disciplines. Data are public, available by discipline and in various aggregations. Most data are available through WebCaspar and a crosswalk for WebCaspar and CIP codes is available. Survey is completed by the institution, usually by the Graduate School or institutional research. Submission is required for institutions receiving any federal funding. Thomson Petersons Annual Survey of Graduate and Professional Institutions: Graduate enrollment by gender and ethnicity; average age of degree-seeking students; number of applicants, accepted students, and new enrollments; degrees completed by level. Data are collected by department and/or program. Survey is completed annually by the institution, usually by institutional research, sometimes by the Graduate School. Submission is voluntary, with relatively low response and coverage rates. The data are held in a database by Petersons and delivered to the public (primarily prospective students) via a search facility for graduate programs at the Petersons website, and via print materials. IPEDS Completions: Degrees completed by degree level, gender, race/ethnicity and discipline. Data are available for total institution and by discipline at the 6-digit CIP code level. The annual survey is completed by the institution, usually by an institutional research or registrars office. Data are public, available through a variety of retrieval mechanisms. Sponsor, US Department of Education. Submission is required for institutions receiving any federal funding. Other surveys and data collections: The Graduate Common Data Set (CDS), currently under development, and the Rutgers Graduate Education Survey provide some or all of the following at the discipline level: data on graduate enrollment by gender, ethnicity, citizenship, full-time/part-time; number of applicants, accepted students, and new enrollments; degrees awarded by level, gender, ethnicity. The Graduate CDS survey is not currently in use, but is being developed for institutions to use as an electronic alternative to external surveys with all data public -- such as the Thomson Petersons Survey. The Rutgers survey has had limited participation, which can be considered a pilot for an expanded collection. Its purpose is exchange of comparative information among institutions, not published data for prospective students. Graduate Student Numbers and Demographics Current Data Issues Lack of comprehensive disciplinary level data: While there are overlaps with regard to the data collected by the various surveys, it is to a large degree the gaps in the data that limit their usefulness. IPEDS Completions data is a comprehensive data set, providing degree completions data at the program level for every program offered. These data very nearly match the degree completions data from the Survey of Earned Doctorates, a survey of PhD graduates with a response rate of about 92% (but with basic data on non-respondents filled in by institutions). The degree to which the Rutgers survey, the Graduate CDS, and Thomson Petersons are comprehensive depends (or will depend) entirely on the survey respondent. The CGS/GRE data set provides degree completions data as well, but for a limited number of disciplines and at a more aggregated level. IPEDS Fall Enrollment and the NSF and CGS/GRE surveys all provide graduate student enrollment data by race/ethnicity and gender. None are comprehensive with regard to disciplines covered. Nor would they even be comprehensive taken together, were it possible to construct a meaningful crosswalk for the threewhich it is not. CGS/GRE and the Graduate CDS provide the number of completed applications accepted and not accepted. Combining that information with the same surveys data on first time enrollees means that acceptance and yield rates are both available for a limited number of disciplines. While these figures must be used with caution, they are very much of interest, and for more than the limited programs for which they are available. Taxonomies: IPEDS uses the NCES Classification of Instructional Programs or CIP codes, to link together data from the eight surveys that comprise IPEDS. The CIP is now the accepted federal government statistical standard for classifying instructional programs; in addition, the 2000 edition has been adopted by Statistics Canada as their standard field of study taxonomy. The CGS-GRE Survey provides a crosswalk from their taxonomy to CIP codes, but since the CGS-GRE data are collected at a fairly high level of aggregation, cross-referencing can really only be done in one direction. The Thomson Petersons Survey does not recommend a particular taxonomy for use. Even where CIP codes are used to classify programs, it may be the case that they are not used consistently across surveys even within an institution, since surveys may be completed by different offices without consultation. Availability: The IPEDS and NSF data are easily available via the web, and it is expected that the Graduate CDS would be as well. Its not clear how the Rutgers data would be made available, but we assume that it would be open to use by participating graduate schools and institutional research offices. CGS/GRE data for years 1986-1998 for AAU institutions was made available to AAUDE several years ago, but AAUDE has been unable to obtain it since. The Thomson Petersons Survey is done via paper and pencil or non-standard electronic formats, so an exchange of submissions would be of very limited use. Even the entire Petersons electronic database would likely be of limited utility due to low response rates and item/discipline coverage. Graduate Student Numbers and Demographics Recommendations Recommend to NCES that they expand the IPEDS Fall Enrollment Survey to provide data by CIP code. Data at the 6-digit level would be great. Data at the 4-digit level would be an improvement, assuming that institutions mappings assured that aggregated Completions data could be associated with Fall Enrollment data. Add a variable to IPEDS Fall Enrollment to denote first-time students. The unit-record data collection under review at NCES would facilitate an exchange of disaggregated enrollment data, though details about the appropriate level at which to exchange information would need to be discussed in order to insure student privacy. Recommend that the CGS/GRE Survey be revised to provide counts of applicants, admits, and enrollees by 4- or 6-digit CIP code. Make this information available either via the web or by download to AAUDE and other consortia. Eliminate other parts of survey, since they would duplicate information in an expanded IPEDS Fall Enrollment Survey. IPEDS data are now available with relatively fast turnaround, making a second, earlier collection of the same information unnecessary. Recommend that the NSF that they eliminate sections on graduate student enrollment, since they would duplicate information in an expanded IPEDS Fall Enrollment Survey. Expand postdoctoral section to provide information in all disciplines by 4- or 6-digit CIP code. Ensure that new or expanded data collections are not duplicative. Thomson Petersons collects much of the same information that will be gathered in the Graduate CDS, but the creators of the latter are working with Thomson Petersons to ensure that the CDS will be an acceptable replacement. Consideration of expanding the Rutgers survey should take the progress of the CDS implementation into account as well. Obviously, some of the suggested revisions are a problem for trend reports. But just as obviously, we cant get to where we need to be with regard to graduate student demographic data if we continue to do it the way weve always done it. Graduate Student Credentials Current Data Sources Current data sources include the US News & World Report Americas Best Graduate Schools and the GRE Summary Statistics Reports. The Rutgers Graduate Education Survey and the Graduate CDS would provide additional information if expanded/implemented. These surveys provide the following student credentials data: US News & World Report Americas Best Graduate Schools: Undergraduate GPA and test scores for MBA, Law, and Medicine; GRE scores for Education and Engineering. Data are available for many, but not all, schools. Survey is completed by the relevant academic units, usually annually. Data are public. GRE Summary Statistics Reports: GRE verbal, quantitative, and analytical score distribution and mean by discipline for prospective graduate students who sent scores to an institution, with national comparisons. Data are available to the institution only, for a fee. Annual updates. Thomson Petersons Annual Survey of Graduate and Professional Institutions: Minimum scores required on tests taken by international students such as the TOEFL, required entrance exams, listing of other requirements. Rutgers Graduate Education Survey and the Graduate CDS: Both would collect undergraduate GPA and median GRE and other test scores by discipline for new entrants; Graduate CDS would collect average and minimum required test scores as well. Graduate Student Credentials Current Data Issues Lack of data: To the best of my knowledge, there are currently no credible, reliable, comprehensive sources of data regarding graduate student credentials. US News and World Report provides undergraduate GPA and/or test scores for a very few programs, mostly professional programs, at a highly aggregated discipline level. The GRE Summary Statistics Reports provide data comparing scores by discipline achieved by examinees who listed [a particular] institution as a prospective graduate institution with scores achieved by all examinees. This does not measure the scores of students who were admitted, who enrolled, or even of those who actually applied. The Thomson Petersons survey asks which entrance exams are required, but does not request information about performance. The Rutgers data are for a limited number of institutions and the Graduate CDS has not yet been implemented. Graduate Student Credentials Recommendations Begin collecting average undergraduate GPA and test scores of entering students by discipline through an expansion of the Rutgers survey or an implementation of the Graduate CDS . Allow for reporting at the 2- or 4- or 6-digit CIP code level to avoid revealing individual GPAs and test scores in small programs. Code test score data to indicate whether test score submission is required for all applicants or for particular populations. The credentials data might also be broken down into two categories: funded versus unfunded graduate students. Many programs accept students who pay their own way at a lower quality threshold than those they choose to fund. Data for a funded student subset helps one to understand what a programs targeted student population looks like. More general information such as the percentage of students that a program funds and whether they even entertain admitting unfunded students would be of interest as well. Graduate Student Financial Support Current Data Sources Current data sources include the NSF Survey of Graduate Students and Postdoctorates in Science and Engineering, the AAUDE Graduate Student Stipends Survey, the Survey of Earned Doctorates and Thomson Petersons Annual Survey of Graduate and Professional Institutions. They provide the following financial support data: NSF Survey of Graduate Students and Postdoctorates in Science and Engineering: Number of full-time science and engineering graduate students by mechanism and source of support. Data are available by science and engineering disciplines and by various aggregations. Most data are available through WebCaspar and a crosswalk for WebCaspar and CIP codes is available. Survey is completed by different offices at different institutions. AAUDE Graduate Student Stipends Survey: High, low, average, and mode cash salary by type of appointment (GTA, GRA, other GA); headcount and FTE of students on appointment by type of appointment; average GA compensation after GA paid tuition and fees by type of appointment and residency status (resident, non-resident); average GA compensation including institution paid tuition and fees by type of appointment and residency status; number of work weeks and work hours per week in normal 9-10 month appointment by type of appointment; medical benefits information by GTA and GRA; additional policy questions regarding stipend increases and unionization. Data are currently available at the institution level, but the survey is being revised to request discipline level data at the 6-digit CIP code level. The revision will also collect information about number of fellowships awarded and average awards by discipline. Survey is completed by the institution, usually by the institutional research or human resources office or by the graduate school. Data are available to AAUDE member institutions through the AAUDE data warehouse. Survey of Earned Doctorates: Sources of funds used for living and/or educational expenses during doctoral program for PhD graduates, including primary and secondary sources; debt at graduation due to education. Data is self-reported by students at the time of graduation. Thomson Petersons Annual Survey of Graduate and Professional Institutions: Number of fellowships, research assistantships, and teaching assistantships; average yearly amount per award excluding tuition reimbursement, and whether tuition reimbursements are awarded fully, partially, or not at all. Data are at the discipline level. Graduate CDS: Number of support recipients by type of award; average yearly amount per award, source of support. Data are at the discipline level. Graduate Student Financial Support Current Data Issues Lack of comprehensive disciplinary level data: The NSF data are good and useful information, but they are not comprehensive with regard to disciplines. The AAUDE dataset will provide comprehensive fellowship and assistantship information at the discipline level, and the Graduate CDS collects similar data. The Thomson Petersons data are not useful since they are not collected electronically. Utility of information: The expansion of the AAUDE data collection, planned for the 2005-06 year, will provide the most information about graduate student support, but there is debate about whether it will be the information most needed. Additional information on total package for new students by discipline would be helpful and is in neither the current nor the planned surveys. For some institutions, these are the only graduate student financial support data that matter. Graduate Student Financial Support Recommendations Revise NSF Survey to provide the number of all full-time graduate students by mechanism and source of support in all disciplines by 4- or 6-digit CIP code. Implement the expanded version of the AAUDE Graduate Stipends Survey for 2005-06. Collecting at the 6-digit CIP code level will allow for combination of this data with enrollment data to calculate additional information, such as the percent of total graduate students with graduate teaching associateships. Over the next year, work to include calculation of a total stipend and benefit package, including tuition and fee remission, the portion of medical benefits paid, and any other financial benefits to allow for more wholistic comparisons. Add a question about support packages (years and type of support) for new graduate students. Questions 23 through 27, including the medical benefits questions, would continue to be answered at the institution level though perhaps it would be useful to poll AAUDE representatives and/or graduate deans to find out whether any universities have differential medical benefits by discipline. Graduate Student Experience Current Data Sources Current data sources include Rutgers and Duke/MIT surveys, the Survey of Earned Doctorates, the CGS PhD Completion project, and the NAGPS National Doctoral Program Survey. They provide the following student experience data: Rutgers Graduate Student Survey, Duke and MIT Graduate and Professional Student Survey (a revision of the HEDS survey): Student ratings of their academic program, support for professional development, advising, and student life. The Rutgers project exchanges aggregate data (including item response frequencies) by degree level (masters, doctoral) and discipline. With AAUDE, the Duke/MIT surveys are moving toward exchange of responses from individual students with identifiers removed. Surveys are completed by current graduate students or, at institutional option, by entering, exiting, or other subsets of students. Survey of Earned Doctorates: Time to degree, financial support, debt related to education. Survey is completed by current graduate students at the time they apply to graduate. See the Numbers and Demographics section for a description of report options. CGS PhD Completion Project: This three-year project, sponsored by CGS, Pfizer, and the Ford Foundation, is aimed at improving PhD completion rates through institutional interventions and sharing of best practices. Twelve AAU schools are partners; another 12 are participant institutions. Both partners and participants are working with selected disciplines only. The CGS PhD Completion Project has developed several tools and templates for assessing progress and for collecting information useful in design of institutional implementations. These include program-specific completion and attrition data templates, aggregate institutional completion and attrition data templates, and a student exit survey. The templates can be used to calculate graduation rates and time to degree measures. The project website has pages for quantitative data, which state that As projects develop, CGS will collect field data from participating institutions and programs. No data are posted as yet. NAGPS National Doctoral Program Survey: Student ratings of information provided to prospective students, curricular breadth and flexibility, teacher training, professional development, time to degree, mentoring, program climate, and overall satisfaction. Data are posted by discipline and by institution on the web for programs with 10 or more responses since 2001. The survey is completed on web by current graduate students who wish to participate. The site advises that Participants were self-selected, and as a result their responses may not fully reflect the opinions of the entire graduate student population. Participants' educational affiliations were not verified. Graduate Student Experience Current Data Issues Data reliability: The above surveys provide important information about student perceptions and experiences. They are particularly useful with regard to rating the quality of or student satisfaction with particular programs or opportunities. They may be less helpful, especially for comparative purposes, in describing what programs or opportunities are actually available. For example, one question on the NAGPS asks students whether their program actively recruits talented students from underrepresented groups. Its not hard to imagine that students might not be aware of such activity, even though it took place. A particular institution where student responses were not in sync with actual practice would understand there to be a problem of perception, and not of lack of programming. Other institutions using the data for comparative purposes would have no context in which to understand the contradiction. Lack of data: There is no comprehensive data source for graduation rates. Survey overlap: The Rutgers survey and the Duke and MIT survey ask many of the same or similar questions. Graduate school staff and institutional researchers formed a working group at the AAUDE Winter Meeting on Graduate Education Data to review the two surveys and to attempt to integrate them. Graduate Student Experience Recommendations It would be useful as well to collect data on many of the same items from the faculty. In 1998, the Graduate School of The Ohio State University undertook an in-depth study of the graduate student experience, and as part of the study conducted surveys of college deans, department chairs, and graduate studies committee chairs. Looking at these data in tandem with student survey responses allowed for a more complete understanding of the graduate student experience. For example, survey responses from department chairs or graduate studies chairs would be useful with regard to the NAGPS question regarding recruitment of talented students from underrepresented groups. We need to clearly define what we mean by graduate student time to degree and graduation rates, and to develop measurement methods built on common definitions. The G10 Canadian research universities have conducted a time to completion study for doctoral students, which might serve as a model for a similar study of AAUDE institutions. SED/DRF data on time to degree might be exploited more fully. The CGS templates serve as another possible starting point. An NSF workshop in 1997 considered various methods. Probably the thorniest issue facing graduation rate calculation is a definition of a starting cohort that takes into account differing institutional and disciplinary practices for starting graduate students. Several partner and participant institutions in the CGS PhD Completion Project are collaborating to catalog methods and practices relevant to creating cohorts. Graduate Student Job Placement Current Data Sources Current data sources include the Survey of Earned Doctorates and surveys by academic associations and other researchers, including the Ph.D.s-Ten Years Later Study. In addition, the Survey of Doctoral Recipients provides data about science and engineering doctoral graduates. Some institutions and/or programs collect placement data as well. These sources provide the following placement data: Survey of Earned Doctorates: Post-graduation plans. Survey is completed by current graduate students at the time they apply to graduate. Academic Association and Other Surveys: Information varies by survey. Association data focused more on job market than on placement. Surveys may be completed by PhD graduates, faculty advisors, or department chairs. Survey of Doctoral Recipients: Longitudinal career history information about science and engineering doctorates. Data are at the national level. Institutional and/or Program Data: The University of Pennsylvania has created a web database to collect this information campuswide. Within institutions, some programs collect placement data and publish it on their websites. Graduate Student Job Placement Current Data Issues Data reliability: Much of the job information available comes from graduate students describing their own employment or employment expectations. The Survey of Earned Doctorates is completed by graduate students at the time they apply to graduate. Colleges at Ohio State tell us that SED job placement information does not agree with information maintained at the department level. This may be due in part to timing. More appropriate times to survey graduate students about employment might be one year or five years following graduation but of course the information becomes much more difficult to collect at that point. Consistency and Comprehensiveness: The Survey of Doctoral Recipients includes only science and engineering graduates and is not available at the institutional level. Additional job information comes from surveys of some departments conducted by their academic associations and from departmental collections. These surveys are conducted entirely independently of one another. There is no way to put the information collected in the various surveys together to create a comprehensive picture of job placement across departments. There are probably some comparability issues even within departments, since departments may encompass different disciplines from one institution to another. Lack of data: A full dataset related to placement would include immediate placement as well as later employment, perhaps ten years out. The relevant data would include the student name and e-mail address; position title; institution or organization, along with the appropriate coding for higher education institutions; zip code or country of employer; graduation year; thesis title and/or area of work, and thesis advisor. Graduate Student Job Placement Recommendations One of the best studies about PhD graduates and their careers is the Ph.D.s-Ten Years Later Study (Nerad and Cerny, University of California, Berkeley). The survey involved nearly 6,000 PhD graduates in six disciplines, and looked at employment outcomes, current job satisfaction, and the value graduates place on their doctoral education. Ideally, this survey would be administered across all disciplines and on a regular schedule. Realistically, this would be a huge and expensive project. A less expensive and still useful approach would be to collect a more limited amount of information, following the format of the University of Washingtons survey of faculty advisors, Employment History of Recent PhD Recipients or the University of Pennsylvanias web based data collection. Either way, AAUDE schools could pilot the surveys, with an invitation to participate extended to other schools several years after development. In the short run, information about a large number of academic appointments may be acquired by sharing information about the degree-granting institutions of our own faculty members. Graduate Student/Graduate Education Policies Current Data Sources In the last 20 years a variety of research projects including the Responsive PhD, Re-envisioning the PhD, Carnegie Initiatives on the Doctorate and most recently the CGS PhD Completion Project have examined various aspects of the Doctoral Education and have collected and made available a variety of promising practices on their respective web sties. Although these studies have and will continue to guide policy decisions, a broad-based and systematic effort to collect data about graduate student and graduate education policies has not occurred. Topics that would be of interest to graduate deans might include the following: Do institution have formal grievance procedures for graduate students? Do institutions provide career services/placement services for graduate students? To what levels (program, college, graduate school, other) are the responsibilities for various graduate activities assigned? Examples of activities would include thesis and dissertation guidelines and submission, rules and standards for graduate faculty membership, and approval of new graduate programs. What training/support is provided to graduate studies committee chairs? What kinds of orientation activities for new graduate students are provided? What facilities (such as office space, mailboxes, computer access) are provided to graduate students? Graduate Student/Graduate Education Policies Recommendations An ideal model for developing higher education policy information is The Project on Faculty Appointments at Harvard University. This project is working to develop a national resource for academic policies and data on the operation of these policies; by undertaking policy-oriented research that illuminates pivotal areas of policy and practice; and by providing decision-makers with the necessary information to discuss, design, and implement policy changes mutually beneficial to faculties and institutions. Findings will be disseminated via electronic databases, working papers, case studies, and conference sessions. Given that the Harvard Project has a staff of thirteen, and the number of staff who could be assigned to a similar project on graduate education policies would be roughly thirteen fewer, it may be desirable to develop an alternative plan. Perhaps a small group of AAUDE representatives working together with the deans or appropriate staff from their graduate schools could develop a set of topics for which shared information would be useful. The Ohio State University surveys of graduate studies committee chairs, department chairs, and college deans would be a helpful document in that development process, and other institutions may also have surveys or other documents to share as well. Summary Our goal is the better organization and expansion of current graduate student and graduate education datasets and the development of comprehensive and high quality datasets that cover topics for which information is not currently available. Given the complexity of graduate education, it is not reasonable to expect that data collected will meet perfectly every need. We must prioritize and strive to keep the added burden to graduate schools and institutional research offices as small as possible so as to assure that the expanded collection will be sustainable. Finally, we should review the data collection on a regular basis to assess the usefulness and quality of the datasets. List of web sites providing additional information about graduate student-related surveys: CGS/GRE Survey of Graduate Enrollment :  HYPERLINK "http://www.cgsnet.org/VirtualCenterResearch/gradenrollsurvey.htm" http://www.cgsnet.org/VirtualCenterResearch/gradenrollsurvey.htm  HYPERLINK "http://www.cgsnet.org/vcr/sge.htm" http://www.cgsnet.org/vcr/sge.htm CGS PhD Completion Project  HYPERLINK "http://www.phdcompletion.org/" http://www.phdcompletion.org/ IPEDS Fall Enrollments  HYPERLINK "http://nces.ed.gov/ipeds/AboutIPEDS.asp" http://nces.ed.gov/ipeds/AboutIPEDS.asp NSF Survey of Graduate Students and Postdoctorates in Science and Engineering  HYPERLINK "http://www.nsf.gov/sbe/srs/gss/start.htm" http://www.nsf.gov/sbe/srs/gss/start.htm IPEDS Completions  HYPERLINK "http://nces.ed.gov/ipeds/AboutIPEDS.asp" http://nces.ed.gov/ipeds/AboutIPEDS.asp US News & World Report Americas Best Graduate Schools  HYPERLINK "http://www.usnews.com/usnews/edu/grad/grhome.htm" http://www.usnews.com/usnews/edu/grad/grhome.htm GRE Summary Statistics Reports  HYPERLINK "http://www.gre.org/eduserv.html#statistics" http://www.gre.org/eduserv.html#statistics Duke/MIT Graduate Student Survey  HYPERLINK "http://web.mit.edu/surveys/grad2004/survey/" http://web.mit.edu/surveys/grad2004/survey/ Survey of Earned Doctorates  HYPERLINK "http://www.nsf.gov/sbe/srs/ssed/start.htm" http://www.nsf.gov/sbe/srs/ssed/start.htm Survey of Doctoral Recipients  HYPERLINK "http://www.nsf.gov/statistics/showsrvy.cfm?srvy_CatID=3&srvy_Seri=5" http://www.nsf.gov/statistics/showsrvy.cfm?srvy_CatID=3&srvy_Seri=5 NAGPS National Doctoral Program Survey  HYPERLINK "http://survey.nagps.org/" http://survey.nagps.org/ Ph.D.s Ten Years Later Study Art History:  HYPERLINK "http://depts.washington.edu/coe/cirge/html/arthistory.html" http://depts.washington.edu/coe/cirge/html/arthistory.html Science & Engineering:  HYPERLINK "http://depts.washington.edu/coe/cirge/pdfs%20for%20web/cgs_9_2002.pdf" http://depts.washington.edu/coe/cirge/pdfs%20for%20web/cgs_9_2002.pdf English:  HYPERLINK "http://depts.washington.edu/coe/cirge/pdfs%20for%20web/rumors_to_facts.pdf" http://depts.washington.edu/coe/cirge/pdfs%20for%20web/rumors_to_facts.pdf CIRGE publications:  HYPERLINK "http://depts.washington.edu/coe/cirge/html/publications.html" http://depts.washington.edu/coe/cirge/html/publications.html Michigan States Study modeled after the Ph.D.s Ten Years Later Study  HYPERLINK "http://www.newsbulletin.msu.edu/april13/PhDs.html" http://www.newsbulletin.msu.edu/april13/PhDs.html University of Washingtons survey of faculty advisors, Employment History of Recent PhD Recipients  HYPERLINK "http://www.grad.washington.edu/stats/phd_survey/phdsamplesurvey99.pdf" http://www.grad.washington.edu/stats/phd_survey/phdsamplesurvey99.pdf NSF Workshop on Graduate Student Attrition, 1997  HYPERLINK "http://www.nsf.gov/sbe/srs/nsf98322/" http://www.nsf.gov/sbe/srs/nsf98322/ University of Washington compendium of statistics on graduate education  HYPERLINK "http://www.grad.washington.edu/stats/" http://www.grad.washington.edu/stats/ Thomson Petersons website of information on graduate programs  HYPERLINK "http://www.petersons.com/gradchannel/default.asp" http://www.petersons.com/gradchannel/default.asp Example: Geography at Indiana University (next line)  HYPERLINK "http://www.petersons.com/GradChannel/code/programVC.asp?inunid=30689&sponsor=1&majunit=50023" http://www.petersons.com/GradChannel/code/programVC.asp?inunid=30689&sponsor=1&majunit=50023 National Research Council (NRC) Study of Research Doctorate Programs  HYPERLINK "http://www7.nationalacademies.org/resdoc/index.html" http://www7.nationalacademies.org/resdoc/index.html "At Cross Purposes: What the experiences of doctoral students reveal about doctoral education." By Chris M. Golde and Timothy M. Dore. January, 2001. A report prepared for The Pew Charitable Trusts, Philadelphia, PA.  HYPERLINK "http://www.phd-survey.org/" http://www.phd-survey.org/ The Responsive PhD Woodrow Wilson National Fellowship Foundation  HYPERLINK "http://www.woodrow.org/responsivephd/" http://www.woodrow.org/responsivephd/ Re-Envisioning the PhD  HYPERLINK "http://www.grad.washington.edu/envision/index.html" http://www.grad.washington.edu/envision/index.html Carnegie Initiative on the Doctorate  HYPERLINK "http://www.carnegiefoundation.org/CID/index.htm" http://www.carnegiefoundation.org/CID/index.htm Harvard Project on Faculty Appointments  HYPERLINK "http://www.researchmatters.harvard.edu/program.php?program_id=7" http://www.researchmatters.harvard.edu/program.php?program_id=7  HYPERLINK "http://www.gse.harvard.edu/~newscholars/hpfa/" http://www.gse.harvard.edu/~newscholars/hpfa/     PAGE 5  PAGE 12 Attachment 2 w} P k o h ()d%n Wc@ALMN/1JLtvܼܜhM hXh3)hRh]h]>* h]>*h:hhXhKh hbh7h]hsHNhM}h3)h]h:h5 h:h5 hX5 h]5hXh:h5=4w} )$e$e$e$e$e$e$e$e`R$@&C$Eƀ_`a$gd;$@&`a$gd; $@&`a$gd; $`a$gd];r)d$e$ee$eF & FEƀf. @&`gd;HC$Eƀb`$eq$e*$eF & FEƀf.F & FEƀf.F & FEƀf. <"(RTX#n !!x!!!!!!!!!!!!!hJH hh6h*~ hXhv2h~ThshXh@hv2h:h h3)6] hXh:hhh+ h<hh h3)5\ h+ 5\hThbh3)=< {$'+E.&0l339x=f@@(C EFGHH J=?y?????e@f@w@@@@&B'C(C;CJCVC}D E EE"E+EFFFGGGGGHĢĢĢh ah\~h&xhl`e hK5\ h3)5\hRh)dhRh3) h3)6] h<h<hM}h~!hIh~!aJhIh<aJhIh`i^JaJhIhsaJhIh`iaJhIh9)aJ4HHHHUIIIIIJ JFJJJK'K(K;Kh`^JaJh@^JaJh`h`^JaJh@ h`6h` h3)5\ hC hC hC hC 6 h5[h5[h5[hgO h5[6h3) h3)6]2$kUT & F 8hhEƀf^hgd@T & F 8hhEƀf^hgd@8UT & F 8hhEƀf^hgd@T & F 8hhEƀf^hgd@8+RUJ@88$$a$gdGt @&`gd; `gd+ T & F 8hhEƀf^hgd@T & F 8hhEƀf^hgd@RZM͛ "#$%TUVwxyÞĞŞ45쿷}tijch3)Uh0T\hFx0J#jvhFxU hFxhFxjhFxUhFxjyh3)U h3)0J#jh3)Ujh3)Uh3)h7CJOJQJhCJOJQJhNCJOJQJhN5CJOJQJh3)CJOJQJhGtCJOJQJ)RZ g$yz_` `gdFx @&`gd; ^`  `  ` h^h`gdFx$$a$gdGt $$@&a$gd;56]^&'\]^ 23UVšߡFGHIfgɢʢˢhcj) h3)Uh-jHhgO0J#j hgOU hgOhgOjhgOUhgOjh3)Ujh3)Ujh3)Ujxh3)Uh3) h3)0J#jh3)U5%45TޡHIeˢ̢ @&^`gd; @&`gd;  `;=>?ԣգ֣+eghiɤWXYcdp  ,hjkl̻j#hcUjhcUjhcUj hcU h3)0J#j h3)Ujh3)Uh3)h-jHhc0J#jF hcU hchchcjhcU8Y jkЧnoG[ `gdFx @&`gd;  ` @&^`gd; ^`567hiѧҧ%&'lmnoӨը֨רHIUz|}~%'()YZжȭХԞԓȭwhFxCJaJjlhFxUh0T\h:h0J#j_h:hU h:hh:hjh:hUh0T\hFx0J#jVhFxU h:hhFxjhFxUhFxh:hjh3)U h3)0J#jh3)Ujh3)Uh3).\]_` ! 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Since then, AAUDE m&.-&%///++++,/&&.&/>>AG<Gb2 >:embers of the AAU Graduate Education Data Task Force have &G/%"//&>>AG%.-%&<--&%./G%%9%"+4/&&/%+&"2 Xcollaborated to&/%//%&.'/72 ~ produce this analysis, which&/..-&&'/"'%/%&""'</&/h2 > looks first at the multiple audiences for such data and then '//*"'!'%'/&'G-/&'%-.&/&&"&/&"-&/'.%%'%/.&/&.2 Xreviews &+&="$2 curr&-2 _ent sources of data broadly categorized, as well as issues with those data. For each of these &.$"/,&&"$/#.%%$//%.&$&%&)/'&.$%!$=&$%"$""-&"$=/$/."&$.%%$$4/$&%&/$/$/%"%2 t X categories, &%&)/&"2 t our /-2 t tSrecommendations for improvement or expansion of current data sources are suggested.&&/GG&..%//"/G//+&G&//&)/%/"///&-&/.%%"/,&&"%&"-))&!&.2 t   2 t  r(d2 ? X;We bring this analysis to the Task Force with the intentioneQ&//)/"%/%%""/.&9%"+4/&&=//&/&.//X2 ? 3 that it be a starting point for discussions about /%/&%!%/(///.."&-!"/."%/.-[2 X5graduate student and graduate education data needs. )%.-%&"-.&/%/.)%.-$&&.-&%//.%%/&&."^2 7We are struck by the tremendous complexity and variety Q'%&"-&+/&/&&G&/..-"&/G/&*&%/.+%&&2 Xaof graduate education. According to the 2003 Survey of Earned Doctorates, 423 universities confe/)%.-%&&.-&%//>&'/./)//&++++,-+&&/<%/&.G/&/%%"+++-/+&"%"&//&2 v rred the &./%2 t XjPhD in 282 fields of specialization. The median time to degree from baccalaureate to PhD ranged from 7.9 4/G/++*&-"."/&&%'%//9/&G&.%/G&/.&)&&/F/%&&%%-&%&/4/F%/)&./G+*2 Xlyears in physical sciences to 18.2 years in education. The graduate student experience varies based on the &&%"!/!//%"&%!"&&/&&" .!+++!&&%"!/!&--&%//! 8/&!)%.-%&!!-.&/!&*/%&/&&!+%&"!/%"&-!// /%=2 B X!institution attended, the field o/",/.%&/.&./&&./2 B Sf study, the faculty advisor, and the individual student. We are fully aware that !-.&/&%&-%%.+!/%/-/%/.+.-%",.&.Q&$&-%%=%&/%2 Xono analysis of data needs would be complete without the critical input of graduate deans and their staff. But //%/%&""/.%%/&&."</-./&&/G/&&=//-.&&&%//-/)%.-%&-&%/"%/./&"$9-G2  X(since we must start somewhere, we offer "/&&=&G-!"$"/G&=.&&=&/&,2  the following perspect/&//=/).&"/&&G2  * (ive from four institutional researchers.+&/G/,/!-//%&"&%&/&" 2  y r(2 XfBoth this document and the AAU Graduate Education Task Force have emphasized doctoral education, with 9///"./&-G&/%../%>>AG%.-%&<.-&%//9%"+3/&&/%+&&G//%"'%../&/%&.-&%//=.2 CXgmasters programs or awards associated with doctoral programs included for completeness. Professional G%"&"'./)%F"&/'%=%."'%!"/&%&-'=/&./&/%'//(%G!'/&-.&.&.'&.G/&&/&!"'&4/&!"//$2 X degrees, M.&)&&"L"2 BAs, and stand9>"%/."%/- 2 -r2 $Salone masters programs are not an explicit focus and in many cases are excluded. $//&G%"%"./)%F"%&//%/&*/&/&-"%/./G%/&&%"&"%&&*&-.&. 2  r(-b2 uX:Audiences for Graduate Student and Graduate Education Data>-.&/&&".G%.-%&+,.&/%/.F%.-%&<.-&%./G%%- @ !|X- 2 u  r)-2 @1.+@"Arial- 2 @- rW->2 @"Participating universities: Data 4%&/%/)-/+&"%"G%%2 @ are%&e2 @w< used internally for comparative purposes at the institution-"&./&/%&/&/G/%%+&/-/."&"%.&/"-./ 2 @-r2 @level &+&'+2 and at the discipline%/.2%2/&2."&//& 2 -r2 level. &+&22h2 >Comparisons are made among programs at an institution, across :/G/%"/."2%&2G%.&2%G//)2//(%G"2%2%/2.",//2%&/!!'82 institutions, and over time. /",/.",%/-,/+&,G&,,t2 FInternal uses include comparing relative size, quality and diversity; /&/%,-"%",/&,.&,&.G/%/)+&%+&+"'&,--%&,%/.,.+%"&'a2 v9tracking changes over time; and discovering best practicer%&+/)&/%/)&"/+&G&%/.."&/+&/)/%".%&&&S2 vw 0s. Within participating universities, the data "Q///%&/%/)-/+&"%"/&.%$'h2 >may be used by graduate schools, offices of academic affairs, G%&0/&0-"&.0/&0)%.-%&/"&///"0/&&"0.0%&%.&G&0%%"042  institutional researchers, .."-//%/&"%%&/&"02 college &/&)%'y2 DIadministrators, and/or department chairs and graduate studies committees.%.G/"%/"%/.-/.&/$G&/&/%"%/-)%.-%&!-.&"&/FG&&" 2 D  r('-2 2.+- 2 - rW-C2 %Prospective students: Data will allor4."/&&+&!-.&/"G%%=%/s2 Ew participating universities to better assist students in evaluating =/%&/%/(-/*&"&!//&&%"""",.&/"/&+%-%/('2 vbfinancial aid offers, understanding program strengths or weaknesses from the perspective of other /%/&%!%.!/&"!-/.&"%/./)!//)%G!!&/)/"!.!=&%+/&""&"!/G!/&!/&!/&&+&!/!//&'2 Mgraduate students, and learning about the career paths of recent graduates. )%.-%&"-.&."%/-&%//)%//-/&&%&&/%."/&&&/)%.-%&" 2   r('-2 3.+- 2 - rW-2  Legislators5&)"%."2  , the press,/&.&""2 T and society at large: Data will allow participating universities collectively and %/.!/&&&%%)&G%%=%/=/%&/%/(-/+&"&!&/&&+&&%/-'O2 -individually to better respond to legislatorst/.+.-%&$.$/&&$%"/./.$.$&)"%.!"2   and the press $%/.$/&$/&""$J2  *at both the national and state levels, to %$///$/&$/%//%$%..$"%%$&+&"$.'b2 w:provide a national context when responding to local legisl//+.&)%)/%//%)&//&*(=/&/)&"//../))/)/&%)&)"2 w atorsg%/"2 w  and media)%/.)G&.%.2 wk, and to better detect )%/.)/)/&&).&&&'U2 1national trends to proactively inform legislators/%//% &.."/ ./%&+&& //G &)"%."2 > , the press, /& .%""I2  ) and citizens of impending issues and of %/- &'&/"/ G/&/..) ""-%" %/./'L2 E+higher educations contribution to society./)/&&.-&%//"&///-///"/&&& 2 E[  r('-                    ՜.+,D՜.+, px  r e1U . Elegant Memo3Graduate Student and Graduate Education Data NeedsCJulie Carpenter-Hubin, Jed Marsh, Lou McClelland, and Lydia SnoverDraft March 2005 ;Audiences for Graduate Student and Graduate Education DataJEnrolled Graduate Student Numbers and Demographics Current Data SourcesAGraduate Student Numbers and Demographics Current Data Issues <Graduate Student Numbers and Demographics Recommendations4Graduate Student Credentials Current Data Sources4Graduate Student Credentials Current Data Issues 0Graduate Student Credentials Recommendations :Graduate Student Financial Support Current Data Sources9Graduate Student Financial Support Current Data Issues5Graduate Student Financial Support Recommendations3Graduate Student Experience Current Data Sources2Graduate Student Experience Current Data Issues/Graduate Student Experience Recommendations 6Graduate Student Job Placement Current Data Sources5Graduate Student Job Placement Current Data Issues1Graduate Student Job Placement RecommendationsDGraduate Student/Graduate Education Policies Current Data Sources?Graduate Student/Graduate Education Policies RecommendationsSummaryCGS PhD Completion Project IPEDS Fall EnrollmentsNNSF Survey of Graduate Students and Postdoctorates in Science and EngineeringIPEDS Completions8US News & World Report Americas Best Graduate Schools GRE Summary Statistics Reports!Duke/MIT Graduate Student SurveySurvey of Earned DoctoratesSurvey of Doctoral Recipients'NAGPS National Doctoral Program SurveyPh.D.s Ten Years Later StudyIArt History: http://depts.washington.edu/coe/cirge/html/arthistory.htmlQEnglish: http://depts.washington.edu/coe/cirge/pdfs%20for%20web/rumors_to_factsQCIRGE publications: http://depts.washington.edu/coe/cirge/html/publications.htmQUniversity of Washingtons survey of faculty advisors, Employment History of Re2NSF Workshop on Graduate Student Attrition, 1997 HUniversity of Washington compendium of statistics on graduate education@Thomson Petersons website of information on graduate programs ENational Research Council (NRC) Study of Research Doctorate ProgramsAThe Responsive PhD Woodrow Wilson National Fellowship Foundation%Carnegie Initiative on the Doctorate(Harvard Project on Faculty Appointments Title Headings- `8@    _PID_HLINKSUseDefaultLanguageVersionLCID_AdHocReviewCycleID_EmailSubject _AuthorEmail _AuthorEmailDisplayName _ReviewingToolsShownOnceA@T.http://www.gse.harvard.edu/~newscholars/hpfa/A|Q@http://www.researchmatters.harvard.edu/program.php?program_id=7(>N0http://www.carnegiefoundation.org/CID/index.htm6sK3http://www.grad.washington.edu/envision/index.htmlXAH&http://www.woodrow.org/responsivephd/g(Ehttp://www.phd-survey.org/:aB4http://www7.nationalacademies.org/resdoc/index.htmlO^?]http://www.petersons.com/GradChannel/code/programVC.asp?inunid=30689&sponsor=1&majunit=50023L[<1http://www.petersons.com/gradchannel/default.aspF9&http://www.grad.washington.edu/stats/ 6%http://www.nsf.gov/sbe/srs/nsf98322/w]3Fhttp://www.grad.washington.edu/stats/phd_survey/phdsamplesurvey99.pdfO02http://www.newsbulletin.msu.edu/april13/PhDs.html-=http://depts.washington.edu/coe/cirge/html/publications.html*Ghttp://depts.washington.edu/coe/cirge/pdfs for web/rumors_to_facts.pdfZ'Bhttp://depts.washington.edu/coe/cirge/pdfs for web/cgs_9_2002.pdfyy$;http://depts.washington.edu/coe/cirge/html/arthistory.html!http://survey.nagps.org/WDhttp://www.nsf.gov/statistics/showsrvy.cfm?srvy_CatID=3&srvy_Seri=5DA*http://www.nsf.gov/sbe/srs/ssed/start.htmmq,http://web.mit.edu/surveys/grad2004/survey/N http://www.gre.org/eduserv.html statistics1http://www.usnews.com/usnews/edu/grad/grhome.htm 7(http://nces.ed.gov/ipeds/AboutIPEDS.asp]S )http://www.nsf.gov/sbe/srs/gss/start.htm 7 (http://nces.ed.gov/ipeds/AboutIPEDS.aspJhttp://www.phdcompletion.org/_\"http://www.cgsnet.org/vcr/sge.htmAhttp://www.cgsnet.org/VirtualCenterResearch/gradenrollsurvey.htm x TRevRoxanne_Murray@aau.edueMurray, Roxanneurr  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{}~Root Entry F E;Data |#1TableKaWordDocument6SummaryInformation(>DocumentSummaryInformation8CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q