Cornell Graduate School ANNUAL REPORT 2012–2013

contents

  3  Mission and Vision

  4  Graduate School Leadership

  5  Graduate School Becomes More 

International and Competitive 

  8  Program Assessment 

and Learning

10  Student Experience 

14  Inclusion

16  Financial Support

18  Field, Faculty, and Staff Support

20  Visibility

22  Statistics and Tables

Dear Friends and Colleagues,

Cornell is one of the approximately 90 U.S. research institutions that produce 70 percent of the nation’s faculty. Many of today’s graduate students will teach and inspire the next generation of well-prepared and technically-savvy graduates, particularly in the science, technol-ogy, engineering, and mathematics (STEM) disciplines where job growth is accelerating at a rate 1.7 times faster than in non-STEM fields.

This year, Cornell’s Graduate School made a strategic investment in preparing students for academic careers and leadership positions in industry, business, and government. The recently established

Cornell University Center for the Integration of Research, Teaching, and Learning (CU-CIRTL) is using the national CIRTL network’s resources to share evidence-based teaching methods and best practices with graduate students, helping them to develop the teaching, mentoring, and professional skills they need to become successful faculty. For students with career goals outside of academia, the Graduate School’s new career and professional development staff created and coordinated more than 90 programs ranging from “Networking and Business Etiquette” to “How to Create a Dynamic Presentation”. The Graduate School is also a partner in the successful proposal submitted by life sciences faculty to secure National

Science Foundation funding as part of the program on Broadening Experiences in Scientific Training (BEST).

In this report, we highlight these achievements and others across our six priority areas: Assessment and Learning; Student Experience; Inclusion; Field, Faculty, and Student Support; Financial Support; and Visibility. We also showcase our recent efforts to enhance the student experience, including a new series of writing boot camps and news-letters, and initiatives in professional and career development and student life programming.

As dean of the Graduate School, I speak often with Cornell alumni, and am frequently struck by the value they place on their Cornell ex-perience. I look forward to the coming year as we continue to expand offerings to this vibrant community of reserachers and scholars.

Barbara A. Knuth

Vice Provost and Dean of the Graduate School

Dean Knuth

Cover image: Scott Wehrwein, doctoral student in the field of computer science, won first place in the graduate School Photo Contest with this image taken while “collecting data on the roof of rhodes Hall for a computer vision research project”.

Our mission The Graduate School enhances 

the intellectual life of the university by enabling graduate and 

professional students to undertake scholarly study and advanced 

research, and by preparing them for professional work. We focus 

on the following strategic areas to fulfill our mission:

Assessment and Learning: To promote excellence in learning, 

the Graduate School coordinates the university’s graduate 

assessment initiatives, and pursues partnerships and external 

funding opportunities to create innovative structures in support 

of scholarly and professional development.

Field, Faculty, and Staff Support:  By coordinating the 

graduate field structure and administering 16 degrees and over 

95 graduate fields, we strive for efficient, aligned services that 

enable fields to devote more of their efforts and resources to 

research, scholarship, and instruction. 

Student Experience:  Through programming and infrastructure, 

the Graduate School encourages the development of a diverse 

community, actively supports professional development 

opportunities, prepares students for a multiplicity of career paths, 

and helps students experience considerable flexibility, freedom, 

and independence in their academic programs.

Visibility:  Using internal and external communications, we 

celebrate and promote the talent, research, and leadership of the 

graduate education system at Cornell, and inform our constituent 

audiences of important trends and initiatives in higher education.

Our vision The Graduate School provides critical strategic 

leadership, and administrative and academic structures that serve a 

diverse group of students and faculty in the graduate field system. We 

promote academic excellence and personal growth by offering mem-

bers of the Graduate School the support, governance, and encourage-

ment needed to thrive intellectually and professionally.

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Dean Barbara A. Knuth Graduate School

Associate Dean Jan Allen Graduate School

Associate Dean Sarah Wicker Graduate School

Associate Dean Sheri Notaro Graduate School

Evan Cortens graduate student 2013

Jennifer Shin graduate student 2013

Members-at-Large

Professor Harry Greene Ecology and Evolutionary Biology 2013

Professor Sandra Greene History 2013

Professor Cole Gilbert Entomology 2015

Professor Joel Brock Applied and Engineering Physics 2013

Humanities

Professor Shawkat Toorawa Near Eastern Studies 2013

Professor Deborah Castillo History 2015

on sabbatic; replaced by Tracy McNulty until June 2013

Social Sciences

Professor Bruce Lewenstein Communication 2013

Professor Poppy McLeod Communication 2015

on sabbatic; replaced by Shelley Feldman until June 2013

Life Sciences

Professor Thomas Fox Genetics and Development 2013

on sabbatic; replaced by Paul Soloway until June 2013

Professor Joseph Fetcho Neurobiology and Behavior 2015

on sabbatic; replaced by Christine Olson until June 2013

Physical Sciences

Professor Beth Ahner Biological and Environmental Engineering 2013

Professor Margaret Frey Fiber Science and Apparel Design 2015

Name FieldorAffiliation TermEnd

Graduate School leadership

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General Committee of the Graduate School 2012–2013

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Graduate School becomes moreinternational and competitive

Nearly 49 percent of the 1,995 new students who entered Cornell Graduate School in fall 2012 were international — a 4 percent increase from fall 2011, when 45 percent of incoming graduate students hailed from countries outside the United States.

Graduate students from China made up 23 percent of the admitted class in 2012, followed by students from India (6 percent), South Korea (3 percent), Canada and Taiwan (both at 2 percent). Cornell’s new graduate students came from more than 80 countries.

“Our incoming students are increasingly inter-national and well-funded, with 96 percent of our doctoral students receiving merit-based funding,” said Barbara A. Knuth, vice provost and dean of the Graduate School.

My parents fled their villages in Laos during the height of the Vietnam War when my ethnic group, the Hmong, was dragged into the conflict. As the Hmong diaspora expanded, those left in Asia struggled

as statelessness threatened their

agricultural livelihoods. My ties to this community brought me to Asia as a volunteer, and influenced me to study food science as a means to address global food security.

I left my previous career as a software engineer to pursue graduate study in Food Microbiology. Despite discouragement, I started as an older graduate student, out of academic practice and without a science background. But what I thought were setbacks became my greatest strengths: my professional and quantitative skills are invaluable in science. Looking back on my non-traditional path, I can confidently say

I’m exactly where I’m supposed to be.

Participating in international projects has been extremely rewarding [for me]. While attending Cornell, I have completed two internships abroad: one in Thailand, where I worked on banana and wheat grass product development; and another in Mexico, where I worked with the International Maize and Wheat Improvement Center. These experiences have exposed me to the challenges and realities of development work, which is critical for any scientist who intends to understand how her innovations will impact the world.

student spotlightPajau Vangay(m.S. 2013, Food Science)

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The merit-based funding packages consist of internal and external fellowships, assistantships or research grants that cover tuition, health insurance, and a stipend for living expenses.

By Daniel Aloi Reprinted from the Cornell Chronicle

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Cornell graduate students Ishita Mukhopadhyay and Jared Strait are among 18 winners of 2012 Intel Ph.D. Fellowships.

The Intel Ph.D. Fellowship program supports students working in Intel’s technical areas: hardware systems technology and design, software technology and design, and semiconductor technology and manufacturing. It recognizes winners

as among the best in their areas of research.

Both Mukhopadhyay and Strait are doctoral candidates in the field of electrical and computer engineering. Mukhopadhyay’s dissertation is titled “Variation Tolerant Calibration Circuits for High Performance I/O,” and Strait’s is titled “Graphene Plasmonics for Terahertz-Frequency Device Applications.”

student spotlightElectrical and Computer Engineering Students win Intel Ph.D. Fellowships

http://www.news.cornell.edu/stories/2012/10/two-ece-grad-students-win-intel-fellowships

Reprinted from the Cornell Chronicle  

 

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ishita mukhopadhyay

Jared Strait

“In 2012-13, Cornell will award a total of $169 mil-lion in merit-based graduate student funding from university and external sources, with $88 million allocated toward fellowships and graduate and teaching assistantships,” Knuth said. “External sources provide significant financial support for graduate students.”

Matriculations into both the doctoral and profes-sional master’s programs increased by 6 percent since 2011, Knuth added, with 618 incoming Ph.D. students and 1,203 professional master’s students. The Ph.D. programs with the most incoming stu-dents were chemistry and chemical biology, with 40 new students, and physics, with 32. Close behind, electrical and computer engineering had 30 new Ph.D. students, and economics had 29.

Of all matriculating doctoral students, 59 percent were male and 41 percent were female, compared with last year’s 57 percent male, 43 percent female cohort. Among matriculating professional master’s students, gender percentages remained the same as in 2011 (58 percent male, 42 percent female).

Incoming students came from hundreds of under-graduate institutions, including Yale University, 

the University of Wisconsin, the University of California-Berkeley, and the University of Toronto.

“Cornell has remarkable strength in a wide range of research disciplines that, together with a rich tradition of teamwork with few disciplinary bound-aries, creates a strong attraction to students from around the globe to our graduate programs,” said Andrew Bass, professor of neurobiology and behav-ior and associate vice provost for research.

Graduate School admission at Cornell became more competitive in 2012, with a 5 percent in-crease in applications this year — particularly from international students. During the 2012 admissions cycle, the Graduate School received 19,030 ap-plications for admission — the most ever, and a 5 percent increase over the previous year’s 18,091 applications.

Graduate fields in the physical sciences and engi-neering disciplines received the greatest number of applications at 46 percent (a 2 percent increase from 2011), followed by the social sciences at 29 percent, the humanities at 15 percent and the life sciences at 10 percent.

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for 2012–2013six priorities

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program assessmentand learning

PRIORITy ONE

How do I know if my students are learning? This question, asked by faculty both new and experienced, is addressed in a project award from the Council of Graduate School (CGS) to the Graduate School. Cornell has been chosen by CGS as a demonstration school for developing programs to educate future faculty (graduate students and postdocs) in assessing student learning.

The Graduate School partnered with the Cornell Center for Teaching Excellence (CTE) to submit a proposal to the Preparing Future Faculty to Assess Student Learning competition. Cornell’s proposal was one of seven nationwide selected for funding from the CGS on behalf of the Alfred P. Sloan Foundation and the Teagle Foundation.

“We are very pleased to be part of a group of universities involved in developing transformative strategies

Award supports student learning assessment by future faculty

for training future faculty in learning assessment,” said Vice Provost and Dean of the Graduate School Barbara A. Knuth, principal investigator on the project. “This project supports two of the university’s strategic initiatives: to create a culture of teaching in every department across campus and to develop stronger connections between colleges.”

The project will identify effective institutional models for improving the preparation of future faculty across

By Daniel Aloi Reprinted from the Cornell Chronicle

MiSSion To promote excellence in learning, the Graduate School coordinates the university’s graduate assessment initiatives, and pursues partnership and external funding opportunities to develop innovative structures in support of scholarly and professional development.

GoAL Implement assessment plans for graduate education and work with New York State to approve new and revised graduate programs. 

Highlighted Accomplishments

Biennial Field Meetings: This year, we developed a system of biennial field meetings to discuss status, challenges, innovations, and direction for each of our graduate fields. As a result of the feedback from these meetings, the Graduate School will develop initiatives to enhance student support structures.

Frank and rosa rhodes Professor of Sociology victor Nee working with doctoral students.

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astronomy and Space Sciences Ph.D. student Shoshanna Cole, right, explains her research to graduate students Trusha Jayant Parekh, left, and ashima Krishna. Cole’s Scholarship of Teaching and Learning research project featured peer-learning workshops designed to improve undergraduates’ critical thinking skills.

new and Revised Programs: During 2012–2013,the Graduate School facilitated the following pro-gram and curriculum additions, and modifications for graduate fields, which were approved by the New York State Education Department as required. 

Cornell Tech:

•  M.S. in Information Systems (Connective Media), fields of Computer Science and Information Science, in partnership with The Technion – Israel Institute of Technology

•  M.Eng. in Computer Science

•  M.Eng. in Electrical and Computer Engineering

•  M.Eng. in Operations Research

•  M.P.S. in Information Science

African and African-American Studies changed its name to Africana Studies.

History established a new concentration of modern Middle Eastern history.

Public Affairs established a new concentration of science, technology, and infrastructure policy.

Hotel Administration discontinued the joint Nanyang M.M.H. degree program.

We continued the process of registering our dual degree programs. Progress made in 2012–2013 included:

•  M.B.A. (Johnson)/M.I.L.R. (Industrial and Labor Relations) 

•  M.L.A. (Landscape Architecture)/M.R.P. (City and Regional Planning) 

•  P.A.M. (BS)/M.H.A. (Policy Analysis and Management) 

•  J.D./Ph.D. (Philosophy)

all fields, while also examining issues specific to STEM fields, the social sciences and the humanities.

The Sloan Foundation funding supports the cultivation of domestic STEM talent and the enhancement of introductory and gateway STEM courses that are vital to student persistence in science majors.The Teagle Foundation invests in programs preparing future faculty in the humanities and social sciences.

LEARN MORE

Learn more about learning assessment

visit the newly approved graduate programs:

•  m.eng. in Computer Science

•  J.D./Ph.D. (Philosophy)

•  m.L.a. (Landscape architecture)/m.r.P.(City and regional Planning)

•  Boot Camps: We initiated week-long writing boot camps that include Dissertation Writing Boot Camp, Thesis Writing Boot Camp, Proposal Writ-ing Boot Camp, and a Virtual Boot Camp, with 74 enrollments overall. 

•  Productive Writer: We created a writing listserv, the Productive Writer, to send biweekly writing tips to graduate/professional students. As of June, 13, 2013, subscribers numbered 4111 from 137 graduate schools in 14 countries. 

•  Graduate Writing Service: We collaborated with the Knight Institute for Writing in the Disciplines to test a pilot Graduate Writing Service in spring 2013 that served 39 unique clients across 117 total appointments; the majority (61%) of appoint-ments were for Ph.D. students. 

MiSSion Through programming and infra-structure, the Graduate School encourages the development of a diverse community, optimizes professional development opportunities, prepares students for a multiplicity of career paths, and helps students experience considerable flexibil-ity, freedom, and independence in their academic programs.

GoAL onE Enhance graduate student and post-doc professional development

Highlighted Accomplishments

office of Academic and Student Affairs (oASA): Under the direction of Associate Dean Jan Allen, the Graduate School initiated new programs to promote student academic achievement. 

In light of continued national scrutiny regarding employment prospects for Ph.D. candidates, Barbara Knuth, vice provost and dean of the Gradu-ate School, emphasized that Cornell is taking measures to ensure that its graduate students find employment.

Knuth cited a 2010 federal survey of more than 48,000 research doctorate graduates in the United States, which stated that, compared to students nationally, a higher percentage of Cornell Ph.D. students have definite plans either for postdoctoral study or

Graduate school prepares students for job hunt

By Elizabeth Kussman Reprinted from the Cornell Daily Sun

PRIORITy TWO

studentexperience

http://www.gradschool.cornell.edu/news/graduate-school-prepares-students-job-hunt

employment after graduation.

Of the approximately 490 Cornell Ph.D. graduates who responded to the survey upon graduating in 2010, Knuth said 17.6 percent were still seeking employment or post-graduate study opportunities, compared to the national figure of 29 percent.

The percentage of Ph.D. graduates who reported being employed after graduation in 2010 was 36 percent, close to the national figure of 38 percent, according to the survey. Of

those who found jobs, 60 percent found employment in research and development, soaring above the na-tional statistic of 36.8 percent.

“These statistics reflect some of the differences in emphasis and strengths at Cornell—a focus on research,” Knuth said.

Of the graduate students who found employment, Knuth said that half of former Cornell students were em-ployed within academia, while one third were in industry and business.

“Many Cornell Ph.D. graduates seek employment in industry and busi-ness,” Knuth said. “This reflects the strong programs we have in the physical sciences, engineering and life sciences, and accounts for some

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Core Competencies and Program Chart: We created a web-based, centralized listing of personal and professional development programs offered by the Graduate School and our partners, highlighting programs that foster core competencies — career development, communication, leadership & management, teaching, responsible conduct of research, and personal development — and related transferable skills. (http://www.gradschool.cornell.edu/professional-development-2)

Career Services: Our investment in a career ser-vices staff position shared with central university career services resulted in at least 21 career pro-grams offered, including sessions on “Mingling and Networking” and “Envisioning Yourself Outside Academia,” with 992 attendees overall. 

Career outcomes Project: We convened a task force of faculty and staff to explore options for career outcomes tracking for all Ph.D. graduates at graduation, two years after graduation, seven years after graduation, and 15 years after graduation. We will use this information to develop an alumni ca-reer outcomes survey, to be implemented in Janu-ary 2014. Over a three-year period, graduates from Ph.D. programs since 1993 will be surveyed.

English Language Support office: A faculty-staff task force recommended a 10-point plan to support the English language speaking and writing skills of our international graduate and professional stu-dents. The new English Language Support Office (ELSO) will provide seminars, individual tutoring and consultation, conversation and writing support groups, and acculturation activities. 

office of Postdoctoral Studies (oPS): Forty post-docs enrolled in the 10-session postdoc Leadership Certificate program with 32 receiving certificates. 

of the difference between Cornell statistics and national statistics.”

According to Knuth, the Graduate School has recently partnered with Cornell Career Services to bolster ad-vising for its students. She explained that a shared group of advisors in Career Services now offer advising to graduate and professional students.

“We are increasing the focus on advising graduate students about the range of career paths available to them in professorial and administra-tive roles in academia, in industry, in government and in the non-profit sector,” Knuth added.

Brian Jacobs, who is studying chemistry, said he appreciates the Graduate School’s efforts.

“The Graduate School of Cornell sends out emails regarding em-ployment workshops, among other opportunities regarding industry and academia,” Jacobs said. “I feel that regardless of how my goals change over the next few years, I’ll have plenty of tools available from Cornell to prepare me for post-graduation opportunities.”

Other graduate students said they have found that, outside of Career Services, individual departments at the University have helped them to find employment.

Jacobs commended the Department of Chemistry and Chemical Biology for doing a “fine job” letting students know of opportunities for postdoctoral

positions. E-mail alerts are sent on a regular basis from academic institu-tions across the country looking to recruit Ph.D. candidates, he said.

Lauren Schnabel, a doctoral candidate in comparative and biomedical sciences, teaching an undergraduate biology class.

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OPS offered an additional 12 programs with 226 postdocs attending. The OPS director had 217 individual appointments with postdocs for career counseling. A new travel grant program was imple-mented. Over 250 postdocs attended two postdoc networking events.

Teagle Foundation Grant on High-impact Teaching Practices: The Graduate School and CU-CIRTL continued to partner with the Center for Teaching Excellence and Engaged Learning and Research to support teaching development of future faculty (graduate students and postdocs) through work-shops, support for researching teaching effective-ness, a graduate student symposium, and a retreat for directors of graduate studies to better under-stand how to support the teaching development of their graduate students. 

CU-CiRTL (Center for the integration of Research, Teaching, and Learning): Establishing CU-CIRTL and joining the national CIRTL Network enhanced programming related to teaching and mentorship in STEM fields. A nine-member Steering Commit-tee and a 17-member Advisory Board were formed 

to guide CU-CIRTL ef-forts. CU-CIRTL hosted or cohosted 26 events, including a new future faculty series for Cornell students, “Building Men-toring Skills for a Career in Academia,” which featured online seminars and courses by subject experts. Other events discussed evidence-based teaching, inclusive teach-ing, mentoring under-graduates in research, 

and academic career preparation, with 478 total attendees. An additional 247 participants from 23 CIRTL Network institutions attended presentations online.

Council of Graduate Schools Grant on Future Faculty Skills in Assessment: Working in pairs, ten humanities instructors from the First-year Writing Seminar designed research on assessing undergraduate student writing, and presented their results at a symposium in May 2013.

GoAL Two Enhance graduate/professional student and postdoc life

Highlighted Accomplishments

office of Graduate Student Life (oGSL): Revamped in mission and leadership, OGSL hosted or facili-tated programming in nine areas of focus, with over 250 attendees. 

•  Students with Families: OGSL created a campus-wide Students with Families advisory committee to address issues specific to graduate student partners and graduate students with children.

•  Women Students: OGSL liaised with the PCCW (President’s Council of Cornell Women) Mentor-ing Committee and partnered with the Women’s Resource Center to support graduate/professional women student groups. 

•  Housing: In partnership with the Off-Campus and On-Campus Housing Offices, OGSL developed comprehensive information about the housing options and resources available to graduate and professional students.

•  Dual Career Support: OGSL collaborated with Cornell’s Human Resources and Tompkins Work-force to increase dual career support program-ming.

•  Personal Financial Capacity: OGSL worked with ClearPoint Credit Counseling to provide work-shop sessions on understanding credit. In addi-tion, OGSL better communicated credit counsel-ing services available to individual graduate and professional students.

•  Mental Health Support: OGSL became a mem-ber of the Mental Health Programmers Group, a campus-wide effort to increase support for a posi-tive mental health environment.

•  Graduate and Professional Student Assembly (GPSA) Support: The OGSL assisted GPSA efforts to complete the Graduate and Professional Com-munity Initiative, a student-generated five-year strategic plan addressing student life.

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LEARN MORE

Program chart

office of graduate Student Life

Big red Barn

Students with families

Financial education

orientation: To help incoming students transition to graduate school, the Office of Graduate Student Life and Graduate School Communications devel-oped and distributed a pre-orientation electronic newsletter that focused on graduate student life and provided an introduction to the greater Cornell community.

Student Surveys: To better understand the gradu-ate and professional student experience, we imple-mented four new student surveys with assistance from Cornell’s Survey Research Institute and Insti-tutional Research and Planning. We are currently developing a suite of reports that grant access to these data. The surveys include an “accepted-but-not-attending survey,” a new student survey, an experience survey of 2nd year-and-beyond Ph.D. students, and an exit survey.

Big Red Barn Graduate and Professional Student Center (BRB): The Big Red Barn Graduate and Professional Student Center is a critical gathering place for the graduate and professional student community. The Graduate School has included questions about the Big Red Barn in the Ph.D. student experience survey and the all-student exit survey to provide data regarding student use of the BRB. The BRB is scheduled for infrastructure up-grades in 2012–2014. Its Advisory Board, created in fall 2012 and comprising faculty, staff, and students, meets twice a semester to address BRB operations and programming.

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Four doctoral candidates at Cornell were recently inducted into the Cornell chapter of the Edward A. Bouchet Graduate Honor Society.

The 2013 Bouchet fellows are: Chavez Carter, in the field of immunology and infectious disease and winner of the yale Diversity Conference for best oral presentation in a natural or physical science; Christian Guzman, in the field of biological and environmental engineering; Michael Mitchell, in biomedical engineering; and Luisa Rosas, in the field of French literature.

The scholars were inducted at the annual yale Bouchet Conference on Diversity and Graduate Education at yale University.

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

“The four scholars were chosen because they embody the qualities of Edward A. Bouchet: outstanding

spotlight on inclusion

MiSSion Strengthen the capacity of graduate and professional programs to recruit and educate a diverse body of the very best students.

GoAL Build recruitment and student support programs toward a more diverse graduate student group in terms of gender, race, and ethnicity, focus-ing particularly on those fields underrepresented in these metrics.

Highlighted Accomplishments

Recruitment: The Graduate School hired a director of recruitment to ensure that Cornell continues to be the top choice for the most competitive students. The new position, while providing attention to all fields, has a strong focus on the life sciences. 

oiPD Partnerships: The Office of Inclusion and Professional Development (OIPD) developed new programming collaborations with the Office of 

PRIORITy THREE

inclusion

scholarship coupled with a sincere commitment to community service and outreach,” said Sheri R. Notaro, associate dean for inclusion and professional development in the Graduate School, who coordinates the Cornell chapter of the Bouchet Society.

Notaro noted that Cornell sponsors ongoing professional development opportunities for all graduate students through the Office of Inclusion and Professional Development. “This is not just a one-time award, but an ongoing community-building and professional development opportunity,” she said.

 Faculty Development & Diversity (OFDD) and  Diversity Programs in Engineering. Programs included workshops on grant-writing and giving effective presentations.

Support for Field Recruitment Efforts: The new director of recruitment is developing a strategic plan for supporting recruitment of diverse graduate 

associate Dean Sheri Notaro (second from right) at the graduate School’s Student of Color Welcome event.

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coalition of graduate and professional women student organizations to support their efforts and link them to the President’s Council of Cornell Women (PCCW). Lamey serves as the Graduate School liaison to PCCW’s mentoring committee, and Notaro serves as the liaison to PCCW’s diver-sity and inclusion committee.

Graduate Diversity Council (GDC): The GDC pro-vided guidance concerning the Graduate School’s Toward New Destinations programs, web presence, recruitment grants, and other initiatives. 

Edward A. Bouchet Graduate Honor Society: Four academically outstanding and socially engaged graduate students were inducted into the Bouchet Society at the annual Yale Diversity Conference. For the second consecutive year, a Cornell inductee won a research award for best presentation. See the spotlight below.

students by graduate fields, and will continue to share prospective graduate student information and best practices for cultivating promising candidates with directors of graduate studies. We developed a brochure featuring underrepresented minorities for use at recruitment fairs, and instituted a grant program to support the efforts of graduate fields in recruiting a diverse student body.

Pathway Relationships: The new director of re-cruitment is collaborating with faculty, and suggest-ing best practices to build and maintain pathway relationships with academic and other partners. Through this work, the Graduate School seeks to increase recruitment and yield to support composi-tional diversity. 

Support for Student Groups: The Graduate School built relationships with graduate/professional stu-dent groups from communities historically under-represented in graduate education.

•  Student of Color groups: Associate Dean Notaro serves as a mentor and unofficial advisor to the graduate student of color groups, meeting regu-larly with group leaders. 

•  Women’s groups: Assistant Dean Lamey andAssociate Dean Notaro are working with a 

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Doctoral candidates, from left, Christian guzman, michael mitchell, Luisa rosas and Chavez Carter were inducted into the edward a. Bouchet graduate Honor Society during an april 19-20, 2013 conference at Yale University.

LEARN MORE

Learn more about inclusion at the graduate School

Learn more about Diversity in engineering

Learn more about Toward New Destinations

yale and Howard universities established the Bouchet Society in 2005 to recognize the life and academic contributions of Bouchet, the first African American to earn a doctorate from a U.S. university. He earned a doctorate in physics from yale in 1876.

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Cornell alumnus gives back

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GoAL Enhance financial support for graduate education.

Highlighted Accomplishments

Fundraising across Disciplines: Our annual giving letters to alumni address issues of importance to all graduate alumni, regardless of field or discipline. Alumni Affairs and Development publicized giving opportunities for graduate education, including the newly-created Graduate Research Mentor Fellow-ships.

Alumni Affairs and Development: The Graduate School supported central campaign efforts with work on communications plans, strategic revisions to our annual alumni letter, and a Graduate Fellow-ship FAQ. We experienced an 18 percent increase in giving over last year. 

Graduate School Diversity Fellowships: We awarded 69 Sage, SUNY, and McNair Diversity Fellowships to admitted students who were nomi-nated by their DGS. Applicants submitted supple-mental diversity essays addressing how they met 

PRIORITy FOUR

financialsupport

graduate and Professional Student assembly leaders in Washington, D.C.

On his birthday, President David Skorton received a gift that honors Cornell’s graduate teaching assistants.

In his campaign for student-elected trustee in 2006, Mao ye, Ph.D. ’11 said he would create an award to support Cornell graduate teaching assistants. “I do what I say I’m going to do,” said ye, an assistant professor of finance at the University of Illinois.

mao Ye, Ph.D. holding 7-month-old Cornelia, with his wife, Xi Yang, Ph.D. ’10

ye, who hails from yangzhou, China, promised Skorton and Robert J. Katz ’69, vice chairman of the Cornell Board of Trustees, that he would become an engaged alumnus. Following through, he has made a $25,000 gift to create a campus-wide graduate teaching assistant award to recognize outstanding teaching, to which Katz has also lent his support.

The Cornelia ye Outstanding Teaching Assistant Award is named for ye’s daughter. “I attended the Center for Teaching Excellence’s STEM program, and it helped me increase my confidence and improve my English,” ye said.

Reprinted from the Cornell Chronicle

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one or more of the following criteria: 1) history of overcoming disadvantage, 2) first-generation college student, 3) member of a group historically underrepresented in higher education, 4) McNair Scholar. 

External Grants for Graduate School Programs: 

•  Assessment Skills for Future Faculty: We se-cured a $50K grant from the Council of Graduate Schools (for the Alfred P. Sloan Foundation and the Teagle Foundation) on accelerating assess-ment skills and understanding for future faculty (graduate students and postdocs) in the sciences and humanities. This grant enabled us to partner with the introductory biology and physics courses and instructors, the Knight Institute for Writing in the Disciplines, and the Center for Teaching Excellence.

•  McNair Scholars: We partnered with the Office of Academic Diversity Initiatives (OADI) to secure a major award (~$5M) for a McNair Scholars program to support underrepresented and first-generation undergraduates toward doctoral stud-ies completion; Dean Knuth serves as Co-PI. (A.T. Miller from OADI is PI.)

•  Future Faculty as Engaged Scholars: We con-tinued activity on the $125K Teagle Foundation grant, preparing graduate students to become 21st-century engaged teaching scholars. 

CTE director Theresa Pettit noted that “as a former international teaching assistant, Mao ye wanted to give something back to the programs that had supported him at the Center for Teaching Excellence…the CTE [now] will be able to recognize the hard work and exemplary teaching of two graduate students each year.”

This year’s award recipients were Darrick Evenson in the field of natural resources and Sinja Graf in the field of government. Each received $500.

“My mom told me to tell people what you are going to do and then do it,” ye said. “A promise is a promise.”

student spotlightAfter 25 years, “Story of Stuff” creator finishes her degree

By Joe Wilensky Reprinted from the Cornell Chronicle

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annie Leonard (mrP 2013)

Annie Leonard, environmental activist and creator of the 2007 viral video “The Story of Stuff,” spent nearly 25 years traveling the world investigating environmental health issues and ecological sustainability. This spring, she finished a long-overdue project: completing her Cornell master’s degree.

In the spring of 1988, Leonard had nearly finished the requirements for her two-year Master of Regional Planning degree. Then, while interning in Washington, D.C., she was offered a job at the environmental organization Greenpeace, where she quickly got immersed in her work.

Leonard’s nearly completed degree was still on her mind, however. Last year, she was welcomed back by the two members of her graduate committee still at Cornell. Barbara Knuth, in 1988 an assistant professor of natural resources, is now vice provost and dean of the Graduate School; Dick Booth is professor of city and regional planning in the College of Architecture, Art and Planning.

Leonard retook two classes and adapted several documents into a new thesis, which she defended during a visit to campus in April. She also hosted a screening and discussion of “The Story of Stuff.” The animated film shows how disposable products generate a steady stream of trash that poses ongoing, worsening global challenges. It has led to The Story of Stuff Project, additional films, a New york Times best-selling book, and a thriving community of activists.

Listening to the land, and the people who farm it

Over the past two decades, says Kasia Paprocki, communities in Bangladesh’s coastal Khulna district have experienced dramatic social and ecological changes. Paprocki, a Ph.D. candidate in Development Sociology, received a Social Science Research Council International Dissertation Research Fellowship to support her work examining how the shrimp aquaculture industry affects agrarian life in Khulna.

“Rapid ecological [shifts] in the region have been attributed to climate change,” Paprocki says, “but my conversations with small

farmers…suggest that many of the environmental impacts are actually the result of Bangladesh’s shrimp aquaculture industry.”

Before coming to Cornell, Paprocki worked with the social movement Nijera Kori, witnessing first-hand the concerns faced by Bangladesh’s rural populations. She decided to pursue graduate study in order to research these concerns, and says she chose Cornell because it is “home to some of the most important and exciting research on agrarian change taking place today,” adding that her advisor Wendy Wolford makes her “feel at once respected and deeply challenged” as a graduate student.

deadlines and provide clear guidance on the next steps. 

Data Delivery: 

•  Field Data Access: The Graduate School’s Data Solutions Office improved data support for fields by enhancing the self-service reports accessible to graduate field assistants (GFAs) and directors of graduate studies (DGSs). These reports cover topics related to diversity and inclusion, admis-sions statistics and test scores, enrollment, student academic committee structure and milestones, completion, time-to-degree and attrition, degrees awarded, and job placement. 

•  Public Data Access: The Graduate School’s public website features “Quick Statistics,” Field Metrics, and Annual Reports (archived to Fall 2002) to increase transparency. 

MiSSion By coordinating the graduate field structure and administering 18 degrees and about 100 graduate fields, we strive for seamless, efficient, and aligned services that enable fields to devote more of their efforts and resources to research, scholarship, and instruction. 

GoAL Improve data, administration and communi-cation with the graduate community, and enhance support for fields, faculty, and staff. 

Highlighted Accomplishments

Proactive notification and Progress Tracking: To notify students of important pending deadlines, the Graduate School’s Student Services office devel-oped a system that uses personalized, proactive emails to inform students of upcoming or missed 

PRIORITy FIVE

field, faculty, and staffsupport

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Kasia Paprocki(Ph.D. candidate in Development Sociology)

After graduating, Paprocki says, she hopes to pursue an academic career defined by a “strong commitment to collaborative research with local communities and social movements.”

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Learn more about Fellowships in the graduate School

Learn more about gPSa activities

Learn more about the office of academic Diversity initiatives

LEARN MORE

Support for Graduate Field Assistants (GFAs) and Directors of Graduate Studies (DGSs): 

•  CollegeNet Electronic Admissions: The Gradu-ate School continued to improve and leverage the CollegeNET application/admissions system by expanding the use of online decision letters, im-proving evaluation workflow, and providing rapid decision processing.

•  Manuals: We developed a DGS handbook andrevised a GFA Handbook to provide best prac-tices, reference materials on promoting quality, administering programs, deadlines, and more.

Served on Shared Student Services Task Force: With other student services units, we participated in a university-wide analysis of one-stop or virtual student services design. As a result, the Student Services office will participate in the trial of the IntelliResponse question-answer software intended to improve responsiveness to “typical” inquiries through “Ask Ezra.”

DMA graduate student composer Tonia Ko was one of 16 recipients of this year’s American Academy of Arts and Letters (AAAL) awards in music, along with Steve Burke, DMA ‘01. Candidates for music awards are nominated by the 250-member academy and selected by a committee of academy members.

Ko received a Charles Ives Scholarship of $7,500, given to composition students of great promise. Ko’s music has been performed by ensembles including the Eastman Wind Ensemble and the Momenta Quartet, and has been featured at the Wellesley Composers Conference. Born in Hong Kong and raised in Honolulu, she received a master’s degree in music from Indiana University and a bachelor’s in music with highest distinction from the Eastman School of Music.

Burke is one of four winners of the Arts and Letters Award in Music, which honors out-standing artistic achievement and acknowledges the com-poser who has arrived at his or her own voice. The winners will receive $7,500 along with an additional $7,500 to re-cord one work.

Burke received a Charles Ives Fellowship from the AAAL in 1999. He also won a Rome Prize and has received commissions from organizations including the Fromm Music Foundation at Harvard University, the ASCAP Foundation, and yaddo. He holds degrees from Sarah Lawrence College, the University of Wisconsin-Madison, yale University, and Cornell.

student spotlightGraduate student, alumnus win music awards

Reprinted from the Cornell Chronicle

 

 

Tonia Ko (Dma)

Steve Burke (Dma ’01)

http://www.news.cornell.edu/stories/2013/03/graduate-student-alumnus-win-music-awards

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Communications from the Deans/Directors: 

•  Weekly Graduate Announcements: Sent to every registered graduate and professional student, these are one of the most effective vehicles for reaching the graduate community. Robust metrics allow us to target messages more tightly, improv-ing click-through rates and maintaining our 40 percent open rate. (Higher education averages a 12 percent open rate.) 

•  Periodic Dean’s Letter: We sent messages about sequestration (48 percent open rate), wellness (35 percent open rate), and student life (38 percent open rate) to targeted groups of students. 

•  Graduate School Newsletter: We inaugurated a biannual electronic publication, the Graduate School Newsletter, in the fall. For the spring is-sue, we contracted with a higher education writer for a feature article on graduate students and MOOCs. Distributed to all graduate and profes-sional students, the open rate increased from 34 percent for the fall newsletter to 40 percent for the spring newsletter. 

•  Admitted Students Communications: We reimag-ined a paper/email postcard series (Next Step) designed to help matriculated students fill out paperwork into a series of dynamic electronic newsletters that provide a robust introduction to the greater Cornell community.

•  Miscellaneous Communications: The Graduate School sends a holiday e-card, condolence let-ters and memorial book-plating gifts to families, 

congratulations letters to students passing A-exam, with tips/resources on writing/academic success (381 letters sent); and congratulations letters to students passing 

B-exam (261 letters sent) with Career Services resources.

MiSSion Through internal and external com-munications, we celebrate and promote the talent, research, and leadership of the graduate education system at Cornell, and inform our constituent audi-ences of important trends and initiatives in higher education. 

GoAL Increase visibility of the Graduate School, graduate students, postdocs, and graduate educa-tion, research, scholarship, and creativity.

Highlighted Accomplishments

Graduate School Photo Contest: The Graduate School developed a photo contest (156 entries) with the goal of creating a sense of community and building a library of images that capture graduate student life. 

PRIORITy SIx

visibility

aBove: Sachi Horibata, a doctoral student in pharmacology, won third place in the graduate School Photo Contest with this image of the “beautiful nature scene surrounding Cornell University on my way to campus.”

rigHT: Photo contest entry by ashley Campbell, Ph.D. candidate in microbiology.

21

Annual Report: Improved the content and design of the public Annual Report on our website. 

Media Coverage: Communications developed the following stories (on Graduate School students, fac-ulty, staff) for various outlets including the Cornell Chronicle, Cornell Daily Sun, and Ezra magazine, some of which were picked up by the Wall Street Journal, T.H.E. Journal, and MentorNet: 

•  Cornell Chronicle: 

  “Graduate School attracts more international students, admissions more competitive”

  “Grant provides support for underrepresented Cornell undergrads seeking doctoral degrees”

  “Teagle/CGS grant award will support student learning assessment by future faculty”

  “Mentorship wins grad student prestigious award (Lauren Schnabel)”

•  MentorNet: “GRAD Lab attracts potential STEM students”

•  CIO Journal, Wall Street Journal: “Cornell’s Graduate School Harnesses Data Visualization”

•  Cornell Daily Sun:

  “Dean Knuth took ‘different path’ to Cornell”

  “International grad student enrollment soars”

  “Federal grant will fund Cornell University men-tor program”

  “Graduate School prepares students for job hunt”

Legislative Visits: Dean Knuth discussed graduate education funding and immigration-related issues with House and Senate staff in April 2013, accom-panied by Cornell government relations staff.

This year, the Graduate School developed a photo contest to showcase the graduate and professional student experience.

For the first annual contest, 56 graduate students submitted over 155 photos illustrating the essence of their life as a graduate student. Entries were voted on by a core committee composed of Graduate School staff, members of the GPSA, and graduate students. Finalists were judged by Dean Barbara A. Knuth, alumnus and trustee Ezra Cornell ‘70, and Darrick Evensen, graduate student trustee.

A doctoral student in the field of computer science, Scott Wehrwein, won first place with his photograph taken while “collecting data on the roof of Rhodes Hall for a computer vision research project.”

Second place went to Tony Leong, a master’s student in the field of education.

For him, this photo “summarizes the life lessons I’ve learned here as both as an undergrad and as a graduate student. Although you may feel overwhelmed, as if you have to choose between different binaries to identify with, the key to thriving is taking ownership and defining yourself. Instead of thinking in terms of black and white, take the risk of dreaming in color.”

Third prize went to Sachi Horibata, for the “beautiful nature scene surrounding Cornell University on my way to campus.”

a window into student lifeThe Graduate Student Photo Contest

LEARN MORE

ezra magazine: Dean Knuth featured in “Qa with Cornell’s Deans”

Wall Street Journal: “Cornell’s use of CollegeNeT”

Council of graduate Schools: “Preparing Future Faculty to assess Student Learning”

Tony Leong, a master’s student in education, won second place for this image.

22

and tablesstatistics

23

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

5,500

6,000

6,500

7,000

7,500

8,000

8,500

9,000

9,500

10,000

10,500

11,000

11,500

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

9,611

3,598

1,250

9,166

3,743

1,294

11,038

6,238

1,752

applications, admittances, and matriculations

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

5,000

5,500

6,000

6,500

7,000

7,500

8,000

8,500

9,000

9,500

10,000

10,500

11,000

11,500

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Doctoral Degree Applicants Doctoral Degree Admits Doctoral Degree Matriculants

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

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

9,801

3,737

1,639

8,945

3,437

1,000

10,676

5,642

1,773

Fall 2003–Fall 2012 Admissions notes

2011–2012 2007–2012 2003–2012 change change change

Doctoral Degree Applications 3% 20% 15%

Doctoral Degree Matriculations 6% 5% -3%

Research Master’s Degree Applications -1% 35% 40%

Research Master’s Degree Matriculations 22% 76% 29%

Professional Master’s Degree Applications 11% 67% 73%

Professional Master’s Degree Matriculations 6% 41% 65%

Over the past ten years, the Graduate School has experienced steady growth for degree-seeking applications, despite modest dips in 2004–2005. The growth rate for degree-seeking applications over this time period was 32%.

As reported by the Council of Graduate Schools, American graduate schools experienced overall graduate school application growth (9%) between 2011 and 2012, fueled primarily by international students. Consistent with this one-year trend, Cornell experienced an overall increase in applications of 5%, with a rise in international applications of 8%, and an increase in applications from China of 14%.

For all degrees, the acceptance rate over the past ten years has declined, indicating the increasing competitiveness of Cornell graduate programs. In those same ten years, yield for all degree types has increased—an illustration of the high caliber student Cornell has matriculated. The doctoral acceptance rate in 2012 was 14%; the yield was 41%.

Yield

Graduate Student Admissions by Degree Type, 2003–2012

10

20

30

40

50

60

2003 2007 2012

Doctoral Students

Professional Master’s Students

Research Master’s Students

70

24

5,40037%

2,44917%

3,25023%

3,36023%

5,28837%

2,42517%

3,09822%

3,39224%

6,56136%

2,96516%

4,33024%

4,23524%

6,97237%

2,90015%

4,80525%

4,35123%

52315%

1,18134%

96428%

82023%

1,00929%

65419% 1,085

32%

70020%

78220% 1,228

32%

84822%

1,03026%

96922%

1,25529%

1,29129%

87120%

20914%

38125%

56238%

34623%

27718%

40026%

52034%

34722%

37120%

46225% 441

23%

59432%

43322%

53627%

60430%

42221%

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

Since 2011, the greatest increase in applications by population has been by females from countries outside the U.S. at 11%. Over the past ten years, this population group has experienced an overall 48% growth rate in applications.

Over the past ten years applications from males, both from the US and international countries, grew at 29%, and applications from females from the US increased 18%.

ApplicATioNs

AccEpTANcEs

mATriculATioNs

Fall2003 Fall2011 Fall2012Fall2007

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

TOTAL: 14,459 TOTAL: 14,203 TOTAL: 18,091 TOTAL: 19,028

Fall2003 Fall2011 Fall2012Fall2007

TOTAL: 3,488 TOTAL: 3,488 TOTAL: 3,888 TOTAL: 4,386

Fall2003 Fall2011 Fall2012Fall2007

TOTAL: 1,498 TOTAL: 1,544 TOTAL: 1,868 TOTAL: 1,995

Not surprisingly, robust matriculation growth was also reflected in the population pool represented by females from international countries; over the past decade, the matriculation growth rate was 107%; since 2011 the growth rate was a healthy 17%.

Over the past year, the only decrease in matriculation was seen in the population represented by females from the US; since 2011 there was a 4% decrease in matriculations.

25

Graduate Student Applications by Ethnicity

Degree-seekingGraduatestudentApplicationsbyEthnicity,2003–2012

Degree-seekingGraduatestudentmatriculationsbyEthnicity,2003–2012

Ten Year Trend increases

ApplicationHighlights:

96% increase in the number of applications from underrepresented minorities

72% increase in total minority applications

32% overall increase in applications

AcceptanceHighlights:

56% increase in the number of acceptances from underrepresented minorities

39% increase in total minority acceptances

29% overall increase in acceptances

matriculationHighlights:

38% increase in the number of matriculations from underrepresented minorities

31% increase in total minority matriculations

33% overall increase in matriculations

YieldHighlights:

51% = 2012 yield for underrepresented minorities

49% = 2012 yield for total minorities

44% = 2012 yield for all students

(includes degree-granting programs only)

14459 14203

19028

502 982

1210 1304

4533 4513

8716 8386

0

2000

4000

6000

8000

10000

12000

14000

16000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

20000

18000

3488 3448

4484

179 208 280

513 482

1547

1303 1249

1455

0

500

1000

1500

2000

2500

3000

3500

4000

4500

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

1498 1544

1995

104 111 144

267

255 351

458 566

0

200

400

600

800

1000

1200

1400

1600

1800

2000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

12505

4443

2080

588

2483

1286

715

970

674612

669

14459 14203

19028

502 982

1210 1304

4533 4513

8716 8386

0

2000

4000

6000

8000

10000

12000

14000

16000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

20000

18000

3488 3448

4484

179 208 280

513 482

1547

1303 1249

1455

0

500

1000

1500

2000

2500

3000

3500

4000

4500

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

1498 1544

1995

104 111 144

267

255 351

458 566

0

200

400

600

800

1000

1200

1400

1600

1800

2000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

12505

4443

2080

588

2483

1286

715

970

674612

669

14459 14203

19028

502 982

1210 1304

4533 4513

8716 8386

0

2000

4000

6000

8000

10000

12000

14000

16000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

20000

18000

3488 3448

4484

179 208 280

513 482

1547

1303 1249

1455

0

500

1000

1500

2000

2500

3000

3500

4000

4500

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

1498 1544

1995

104 111 144

267

255 351

458 566

0

200

400

600

800

1000

1200

1400

1600

1800

2000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

12505

4443

2080

588

2483

1286

715

970

674612

669

Degree-seekingGraduatestudentAcceptancesbyEthnicity,2003–2012

Total Degree-Seeking applications, acceptances, or matriculations

Underrepresented Minorities

Total (incl URM) Minorities

Caucasian (2001–2007 includes Undeclared)

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

Total Degree-Seeking Applications,Admittances, or Matriculations

Underrepresented Minorities

Total (incl URM) Minorities

Caucasian (2001–2007 includes Undeclared)

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

Total Degree-Seeking Applications,Admittances, or Matriculations

Underrepresented Minorities

Total (incl URM) Minorities

Caucasian (2001–2007includes Undeclared)

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

Total Degree-Seeking Applications,Admittances, or Matriculations

Underrepresented Minorities

Total (incl URM) Minorities

Caucasian (2001–2007 includes Undeclared)

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

Total Degree-Seeking Applications,Admittances, or Matriculations

Underrepresented Minorities

Total (incl URM) Minorities

Caucasian (2001–2007 includes Undeclared)

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

Total Degree-Seeking Applications,Admittances, or Matriculations

Underrepresented Minorities

Total (incl URM) Minorities

Caucasian (2001–2007includes Undeclared)

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

Total Degree-Seeking Applications,Admittances, or Matriculations

Underrepresented Minorities

Total (incl URM) Minorities

Caucasian (2001–2007 includes Undeclared)

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

Total Degree-Seeking Applications,Admittances, or Matriculations

Underrepresented Minorities

Total (incl URM) Minorities

Caucasian (2001–2007 includes Undeclared)

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

Total Degree-Seeking Applications,Admittances, or Matriculations

Underrepresented Minorities

Total (incl URM) Minorities

Caucasian (2001–2007includes Undeclared)

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

Total Degree-Seeking Applications,Admittances, or Matriculations

Underrepresented minorities

Total (incl. Urm) minorities

Caucasian (2001–2007 includes Undeclared)

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

Graduate Student Admissions by Graduate Field, Fall 2012

26

%change %change %changeGraduateField Applications from2011 Acceptances from2011 matriculations from2011

Aerospace Engineering 140 1% 23 -41% 13 -48%

African and African-American Studies 0 -100% 0 -100% -100%

Animal Science 42 5% 12 71% 10 67%

Anthropology 171 13% 19 46% 9 13%

Applied Economics & Management 330 -9% 72 38% 34 48%

Applied Mathematics 189 -10% 17 -15% 3 -73%

Applied Physics 215 7% 75 -9% 34 13%

Archaeology 28 40% 9 50% 4 100%

Architecture 621 16% 159 20% 58 12%

Art 147 -10% 8 0% 6 0%

Asian Religions 14 0% 0 -100% -100%

Asian Studies 79 11% 15 -12% 11 83%

Astronomy and Space Sciences 84 -17% 7 -77% 1 -91%

Atmospheric Science 40 18% 2 -50% 1 -50%

Biochemistry, Molecular and Cell Biology 222 -10% 45 137% 17 0%

Biological and Environmental Engineering 131 14% 36 24% 21 17%

Biomedical Engineering 495 17% 263 23% 116 5%

Biometry 10 -33% 0 N/A 0 N/A

Biophysics 18 38% 8 100% 4 0%

Chemical Engineering 456 21% 184 40% 66 27%

Chemistry and Chemical Biology 340 16% 111 11% 40 60%

City & Regional Planning 336 -10% 148 3% 63 3%

Civil & Environmental Engineering 738 29% 333 24% 87 -13%

Classics 66 -20% 8 0% 5 0%

Communication 115 -3% 8 -38% 4 -60%

Comparative Biomedical Sciences 41 -7% 12 33% 8 0%

Comparative Literature 74 -31% 4 -43% 3 0%

Computational Biology 188 30% 23 130% 10 0%

Computer Science 1,358 8% 266 6% 110 1%

Design and Environmental Analysis 59 -3% 26 30% 17 31%

Development Sociology 72 -8% 11 10% 5 67%

East Asian Literature 46 -15% 4 100% 3 N/A

Ecology and Evolutionary Biology 138 14% 17 55% 13 86%

Economics 744 4% 74 -32% 29 0%

Education 35 -42% 14 -30% 9 -25%

Electrical & Computer Engineering 1,272 3% 391 29% 146 36%

English Language & Literature 890 -13% 42 -5% 18 -10%

Entomology 39 50% 8 60% 7 40%

Environmental Toxicology 25 -11% 1 0% 1 0%

Fiber Science and Apparel Design 37 0% 13 8% 10 25%

Food Science & Technology 211 14% 32 -27% 27 -16%

Genetics and Development 66 0% 21 5% 12 50%

Geological Sciences 58 -22% 10 -29% 6 -33%

Germanic Studies 29 38% 11 22% 5 150%

Government 385 1% 28 -18% 10 -38%

History 205 7% 17 13% 12 20%

27

%change %change %changeGraduateField Applications from2011 Acceptances from2011 matriculations from2011

History of Art & Archaeology 58 -16% 2 -71% 2 -50%

Horticulture 63 43% 11 38% 10 25%

Hotel Administration 173 16% 74 10% 66 -1%

Human Development 95 0% 15 -12% 10 -23%

Immunology 39 95% 3 -25% 0 -100%

Industrial and Labor Relations 347 4% 86 -5% 69 10%

Information Science 170 12% 45 114% 23 35%

International Agriculture and Rural Development 26 -4% 11 -21% 9 -10%

International Development 30 -19% 12 -25% 7 -30%

Landscape Architecture 168 15% 80 57% 42 147%

Law 28 460% 4 300% 4 300%

Linguistics 112 13% 15 25% 9 350%

Management 393 -7% 17 42% 5 -38%

Materials Science and Engineering 429 9% 80 11% 32 19%

Mathematics 293 11% 52 41% 21 133%

Mechanical Engineering 688 19% 157 13% 74 -3%

Medieval Studies 33 -11% 4 33% 2 0%

Microbiology 69 3% 9 -18% 5 0%

Molecular and Integrative Physiology 4 -50% 2 100% 1 0%

Music 166 5% 8 -20% 6 20%

Natural Resources 61 -15% 20 33% 15 36%

Near Eastern Studies 44 5% 2 -60% 1 -67%

Neurobiology and Behavior 90 58% 11 10% 7 75%

Nutrition 107 13% 15 -12% 10 -29%

Operations Research and Information Engineering 1,076 1% 241 -7% 84 -20%

Pharmacology 13 -46% 4 100% 2 0%

Philosophy 313 0% 19 46% 4 -33%

Physics 467 3% 95 -1% 32 -6%

Plant Biology 66 22% 16 45% 4 -33%

Plant Breeding 67 20% 15 -12% 11 -15%

Plant Pathology and Plant-Microbe Biology 50 2% 13 63% 9 29%

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

Policy Analysis & Management 135 -1% 63 34% 34 21%

Psychology 268 1% 9 -25% 4 -33%

Public Affairs 591 23% 243 16% 132 17%

Real Estate 63 -30% 33 -23% 28 12%

Regional Science 15 7% 8 100% 5 25%

Romance Studies 80 -11% 16 -11% 7 -30%

Science & Technology Studies 43 13% 5 25% 4 33%

Sociology 175 3% 20 43% 7 40%

Soil & Crop Sciences 54 38% 9 29% 5 -17%

Statistics 681 15% 151 57% 50 19%

Systems Engineering 123 9% 90 13% 66 2%

Theatre Arts 30 7% 4 100% 3 50%

Theoretical & Applied Mechanics 22 -33% 9 80% 6 200%

Zoology 10 43% 1 0% 0 -100%

28

25% 16%

15%

44%

27% 18%

15%

40%

26% 9%

20%

45%

23% 9%

17%

51%

24% 12%

23%

41%

27% 10%

23%

40%

Graduate Student Admissions: Research Degrees by Discipline, Fall 2003–2012

ApplicATioNs AccEpTANcEs mATriculATioNs

2003 2003 2003

Graduate Student Admissions: Professional Degrees by Discipline, Fall 2003–2012

ApplicATioNs AccEpTANcEs mATriculATioNs

Admissions statistics for research degrees indicate healthy gains over the past ten years; overall applications have grown 18%. The largest growth within research degrees disciplines was seen in the humani-ties (29% growth in applications), with an 8% increase in the physi-cal sciences, 17% increase in the life sciences, and a 27% increase in the social sciences. Overall matriculation growth has been held to a 2% increase in the last decade.

Social Sciences Humanities Life Sciences Physical Sciences

51%

16%

32%

1%

47%

2%

50%

1%

47%

2%

50%

1%

34%

9%

56%

1%

34% 6%

59%

1%

34%

6%

59%

1%

2003 2003 2003

2003 2003 2003

2003 2003 2003

Over the past ten years, there has been active growth in professional degree programs. Overall application growth reflected a 58% increase, and overall matriculations grew 62% in the past decade. The physical sciences and engineering disciplines experienced more growth than any other discipline (177% growth in applications; 69% increase in matriculations). While fewer people are enrolled in the life sciences disciplines, there has been active growth in that discipline as well.

29

1804

0

500

1000

1500

2000

2500

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

472

952

1424

545

840

2200

1589

556

900

1420

1856

Reflecting the same trends seen in the admission statistics, enroll-ment over the past ten years reflects an 11% increase, with significant growth in professional master’s degree programs (47% over the ten year period.) Since last year, doctoral and professional master’s degree program enrollment held steady, whereas research master’s degree enrollment increased 10%.

Over the past ten years, enrollment in the physical and social

Graduate Student Enrollment by Degree Type, Fall 2002–2011

Social SciencesHumanities Life Sciences Physical Sciences (does not include in absentia students)

Doctoral Research Master’s Professional Master’s (does not include in absentia students)

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

enrollment

0

500

1000

1500

2000

2500

3000

3500

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

3,205

270

1177

188

1322

3222

285

1731

3158

sciences has grown 22% and 12% respectively. Fields in the humanities, while fewer in headcount, have also increased enrollment over the same period (15%); whereas, the life sciences experienced a decline in enrollment of 12% over the past decade.

Long term growth trends continued this year with the physical and social sciences showing modest enrollment growth; whereas, the humanities and life sciences showed modest declines in enrollment.

30

88228%

77224%

54517%

1,00631%

79325%

82526%

52916% 1,075

33%

73925%

79227%

48616% 930

32%

79325%

87328%

50616% 986

31%

4316% 105

39%4115%

8130%

2815% 73

39%3518%

5228%

4016% 85

33%4919%

8132%

5519% 95

33%6423% 71

25%

27123%

30926%

15613% 441

38%

34026%

30323%

23918%

44033%

36522%

37122%

34521%

57035%

41624%

36121%

43325%

52130%

Graduate Student Enrollment by Citizenship and Gender, Fall 2003–2012

Overall enrollment in doctoral programs over the past ten years has held steady. The only growth (13%) was in the population represent-ed by US females (offset by a decline (-10%) in enrollment for males from international countries.)

Over the past year, enrollment in all doctoral programs grew at a modest rate of 7%.

Overall enrollment in research master’s programs has increased a modest 6% over the past ten years, but there were larger swings

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

DocTorAl

rEsEArcHmAsTEr’s

2003 2007 2011 2012

proFEssioNAlmAsTEr’s

2003 2007 2011 2012

2003 2007 2011 2012

between the international and domestic populations. In the past decade, enrollment for students from international countries increased 42%, whereas enrollment for students from the US decreased 11%.

Enrollment in professional master’s degree programs increased in all categories over the past ten years, with an overall growth of 47%. In the past decade, significant growth has come within the population represented by females from international countries (178%.)

31

Graduate Student Total Enrollment by Ethnicity, Fall 2003–2012

Fall 2003–Fall 2012 Enrollment notes

2011–2012 2007–2012 2003–2011 change change change

Black -13% 5% 11%

Native American -25% -40% -68%

Hispanic 9% 22% 31%

Multi-Ethnic URM 5% n/a n/a

Hawaii/Pacific Islander 0% n/a n/a

Asian -6% 16% 10%

Multi-Ethnic Non-URM 14% n/a n/a

Caucasian -4% 4% -13%

Undeclared 17% -33% n/a

Foreign 8% 16% 17%

Total 2% 9% 11%

One of the seven priorities outlined in the Cornell Strategic Plan is to make significant progress toward a more diverse faculty, student body, and staff in terms of gender, race and ethnicity. US under-represented enrollment increased 30% over the past decade. (Note that ethnicity is not reported on foreign students.)

Over the past year, enrollment growth has been modest (2% overall). As illustrated in the chart, areas of moderate growth include those students self-reported as Hispanic, and Multi-Ethnic (but not URM), and those students that chose not to record an ethnicity.

Minority students represented 14% of total enroll-ment in 2003 and 16% of the total enrollment in 2012.

0

1,000

2,000

3,000

4,000

5,000

6,000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Foreign

Undeclared

Caucasian

Multi-ethnic Non-URM

Asian

Hawaii/Pacific Islander

Multi-ethnic URM

Hispanic

Native American

African American

1,928(43%)

1,962(42%)

2,081(41%)

1,999(44%)

2,154(46%)

1,887(37%)

240 (5%)

211 (4%)

240 (5%)

399 (8%)

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

109 (2%)

147 (3%)326 (7%)

109 (2%)

0

1,000

2,000

3,000

4,000

5,000

6,000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Foreign

Undeclared

Caucasian

Multi-ethnic Non-URM

Asian

Hawaii/Pacific Islander

Multi-ethnic URM

Hispanic

Native American

African American

1,928(43%)

1,962(42%)

2,081(41%)

1,999(44%)

2,154(46%)

1,887(37%)

240 (5%)

211 (4%)

240 (5%)

399 (8%)

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

109 (2%)

147 (3%)326 (7%)

109 (2%)

0

1,000

2,000

3,000

4,000

5,000

6,000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Foreign

Undeclared

Caucasian

Multi-ethnic Non-URM

Asian

Hawaii/Pacific Islander

Multi-ethnic URM

Hispanic

Native American

African American

1,928(43%)

1,962(42%)

2,081(41%)

1,999(44%)

2,154(46%)

1,887(37%)

240 (5%)

211 (4%)

240 (5%)

399 (8%)

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

109 (2%)

147 (3%)326 (7%)

109 (2%)

0

1,000

2,000

3,000

4,000

5,000

6,000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Foreign

Undeclared

Caucasian

Multi-ethnic Non-URM

Asian

Hawaii/Pacific Islander

Multi-ethnic URM

Hispanic

Native American

African American

1,928(43%)

1,962(42%)

2,081(41%)

1,999(44%)

2,154(46%)

1,887(37%)

240 (5%)

211 (4%)

240 (5%)

399 (8%)

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

109 (2%)

147 (3%)326 (7%)

109 (2%)

0

1,000

2,000

3,000

4,000

5,000

6,000

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

Foreign

Undeclared

Caucasian

Multi-ethnic Non-URM

Asian

Hawaii/Pacific Islander

Multi-ethnic URM

Hispanic

Native American

African American

1,928(43%)

1,962(42%)

2,081(41%)

1,999(44%)

2,154(46%)

1,887(37%)

240 (5%)

211 (4%)

240 (5%)

399 (8%)

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

109 (2%)

147 (3%)326 (7%)

109 (2%)

0

1000

2000

3000

4000

5000

6000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

1,938(42%)

1,962(41%)

2,270(44%)

2,065(44%)

1,727(36%)

1,799(36%)

269 (5%)

226 (4%)

373 (7%)

123 (2%)

185 (4%)322 (7%)

117 (2%)172 (4%)338 (7%)

111 (2%)

404 (9%)

GraduateField Doctoral researchmaster’s professionalmaster’s Non-Degree Total

Aerospace Engineering 20 0 12 1 33

African and African-American Studies 0 0 6 0 6

Animal Science 24 6 1 0 31

Anthropology 55 0 0 3 58

Applied Economics and Management 52 38 0 2 92

Applied Mathematics 34 0 0 1 35

Applied Physics 70 20 11 1 102

Archaeology 0 5 0 0 5

Architecture 10 1 107 0 118

Art 0 13 0 0 13

Asian Literature, Religion and Culture 25 0 0 1 26

Asian Studies 0 15 0 7 22

Astronomy and Space Sciences 27 0 0 1 28

Atmospheric Science 8 1 0 0 9

Biochemistry, Molecular and Cell Biology 93 0 0 0 93

Biological and Environmental Engineering 47 9 10 4 70

Biomedical Engineering 90 3 103 0 196

Biophysics 18 0 0 0 18

Chemical Engineering 74 1 48 2 125

Chemistry and Chemical Biology 161 0 0 4 165

City and Regional Planning 19 12 88 0 119

Civil and Environmental Engineering 62 6 76 1 145

Classics 19 0 0 2 21

Communication 35 1 0 0 36

Comparative Biomedical Sciences 36 3 0 2 41

Comparative Literature 20 0 0 1 21

Computational Biology 25 0 0 0 25

Computer Science 109 0 111 2 222

Design and Environmental Analysis 5 21 0 0 26

Development Sociology 32 1 0 0 33

Ecology and Evolutionary Biology 52 1 0 7 60

Economics 113 0 0 4 117

Education 11 0 19 0 30

Electrical and Computer Engineering 158 1 119 1 279

English Language and Literature 72 16 0 3 91

Entomology 21 7 0 1 29

Environmental Toxicology 6 0 0 0 6

Fiber Science and Apparel Design 10 9 0 0 19

Food Science and Technology 46 16 19 4 85

Genetics, Genomics and Development 59 0 0 0 59

Geological Sciences 27 4 1 0 32

Germanic Studies 20 0 0 2 22

Global Development 0 0 28 0 28

Government 78 0 0 2 80

History 58 0 0 1 59

Graduate Student Enrollment by Field, Fall 2012 (includes inabsentia students)

32

33

GraduateField Doctoral researchmaster’s professionalmaster’s Non-Degree Total

History of Art, Archaeology, and Visual Studies 18 0 0 0 18

Horticulture 22 8 6 0 36

Hotel Administration 4 7 64 0 75

Human Development 40 6 0 0 46

Immunology and Infectious Disease 13 0 0 1 14

Industrial and Labor Relations 33 4 132 1 170

Information Science 23 0 18 0 41

Landscape Architecture 0 0 73 0 73

Law 14 0 0 0 14

Linguistics 29 2 0 0 31

Management 33 0 0 0 33

Materials Science and Engineering 62 19 5 4 90

Mathematics 63 0 0 2 65

Mechanical Engineering 100 1 63 1 165

Medieval Studies 13 0 0 0 13

Microbiology 29 0 0 0 29

Molecular and Integrative Physiology 10 0 0 0 10

Music 30 0 0 1 31

Natural Resources 43 12 1 1 57

Near Eastern Studies 7 0 0 1 8

Neurobiology and Behavior 31 0 0 1 32

Nutrition 63 0 0 9 72

Operations Research and Information Engineering 37 0 118 1 156

Pharmacology 15 0 0 0 15

Philosophy 35 0 0 1 36

Physics 166 0 0 0 166

Plant Biology 28 0 0 0 28

Plant Breeding 30 7 2 0 39

Plant Pathology and Plant-Microbe Biology 30 2 0 0 32

Policy Analysis and Management 11 0 48 0 59

Psychology 36 0 0 1 37

Public Affairs 0 0 243 3 246

Real Estate 0 0 47 0 47

Regional Science 14 3 0 0 17

Romance Studies 51 0 0 2 53

Science and Technology Studies 20 0 0 2 22

Sociology 37 0 0 1 38

Soil and Crop Sciences 12 4 0 0 16

Statistics 22 0 48 0 70

Systems Engineering 0 0 104 0 104

Theatre Arts 10 0 0 1 11

Theoretical and Applied Mechanics 20 0 0 2 22

Zoology and Wildlife Conservation 3 0 0 0 3

GrandTotal 3,158 285 1,731 96 5,270

34

Graduate Student Degrees Awarded within Discipline, by Degree Type, Award Years 2004–2013

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

Doctoral 71% 8% -3%

Research Master’s -1% -13% 0%

Professional Master’s 400% 309% -6%

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

Doctoral 13% -10% -3%

Research Master’s -40% -24% -5%

Professional Master’s 100% 189% -4%

Social SciencesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

HumanitiesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

Physical SciencesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

Life SciencesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

Social SciencesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

HumanitiesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

Physical SciencesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

Life SciencesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

degrees awarded

HumANiTiEsDEGrEEs

liFEsciENcEsDEGrEEs

828 846

1133

165 184 202

219 190263

444472

668

0

200

400

600

800

1000

1200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

518 526

675

93 88 91

125 133 121

300 305

463

0

100

200

300

400

500

600

700

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

193205

196

117

146132

6350

38

13 926

0

50

100

150

200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

116

149

178

38 6065

6978

9 11

0

50

100

150

200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

45

68

828 846

1133

165 184 202

219 190263

444472

668

0

200

400

600

800

1000

1200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

518 526

675

93 88 91

125 133 121

300 305

463

0

100

200

300

400

500

600

700

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

193205

196

117

146132

6350

38

13 926

0

50

100

150

200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

116

149

178

38 6065

6978

9 11

0

50

100

150

200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

45

68

35

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

Doctoral 22% 10% 11%

Research Master’s 20% 38% 21%

Professional Master’s 50% 42% 10%

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

Doctoral 22% 10% 11%

Research Master’s 20% 38% 21%

Professional Master’s 50% 42% 10%

Social SciencesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

HumanitiesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

Physical SciencesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

Life SciencesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

Social SciencesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

HumanitiesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

Physical SciencesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

Life SciencesDegrees Awarded

Doctoral

Research Master’s

Professional Master’s

pHYsicAlsciENcEsDEGrEEs

sociAlsciENcEsDEGrEEs

828 846

1133

165 184 202

219 190263

444472

668

0

200

400

600

800

1000

1200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

518 526

675

93 88 91

125 133 121

300 305

463

0

100

200

300

400

500

600

700

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

193205

196

117

146132

6350

38

13 926

0

50

100

150

200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

116

149

178

38 6065

6978

9 11

0

50

100

150

200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

45

68

828 846

1133

165 184 202

219 190263

444472

668

0

200

400

600

800

1000

1200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

518 526

675

93 88 91

125 133 121

300 305

463

0

100

200

300

400

500

600

700

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

193205

196

117

146132

6350

38

13 926

0

50

100

150

200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

116

149

178

38 6065

6978

9 11

0

50

100

150

200

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

45

68

36

55

84 83

132 129

80

60 75

113 100

113 94

128

283

178

306

0

50

100

150

200

250

300

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

awarded

350

162

132

0

50

100

150

200

250

300

350

400

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

500

450

340

170164142

119

84

396

217

165149

129

316

175150145

141117137

55

84 83

132 129

80

60 75

113 100

113 94

128

283

178

306

0

50

100

150

200

250

300

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

awarded

350

162

132

0

50

100

150

200

250

300

350

400

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

500

450

340

170164142

119

84

396

217

165149

129

316

175150145

141117137

Graduate Student Degrees Awarded by Gender, Citizenship and Degree Type, 2004–2013

Graduatestudentswithuscitizenandpermanentresidentstatus

Graduatestudentswithinternationalstatus

102

121 131 146 144

185

119 115 124

147

186

165 157 169

218

359

279

398

0

50

100

150

200

250

300

350

400

450

500

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Doctoral Female

Doctoral Male

Research Master’s Female

Research Master’s Male

Professional Master’s Female

Professional Master’s Male

57 71 71

106

150

118

70 68 80

102 114 112

80

113

247

195

257

314

0

50

100

150

200

250

300

350

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Doctoral Female

Doctoral Male

Research Master’s Female

Research Master’s Male

Professional Master’s Female

Professional Master’s Male

102

121 131 146 144

185

119 115 124

147

186

165 157 169

218

359

279

398

0

50

100

150

200

250

300

350

400

450

500

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Doctoral Female

Doctoral Male

Research Master’s Female

Research Master’s Male

Professional Master’s Female

Professional Master’s Male

57 71 71

106

150

118

70 68 80

102 114 112

80

113

247

195

257

314

0

50

100

150

200

250

300

350

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Doctoral Female

Doctoral Male

Research Master’s Female

Research Master’s Male

Professional Master’s Female

Professional Master’s Male

102

121 131 146 144

185

119 115 124

147

186

165 157 169

218

359

279

398

0

50

100

150

200

250

300

350

400

450

500

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Doctoral Female

Doctoral Male

Research Master’s Female

Research Master’s Male

Professional Master’s Female

Professional Master’s Male

57 71 71

106

150

118

70 68 80

102 114 112

80

113

247

195

257

314

0

50

100

150

200

250

300

350

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Doctoral Female

Doctoral Male

Research Master’s Female

Research Master’s Male

Professional Master’s Female

Professional Master’s Male

610degrees773degrees 859degrees

1,019degrees1,044degrees 1,193degrees

102

121 131 146 144

185

119 115 124

147

186

165 157 169

218

359

279

398

0

50

100

150

200

250

300

350

400

450

500

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Doctoral Female

Doctoral Male

Research Master’s Female

Research Master’s Male

Professional Master’s Female

Professional Master’s Male

57 71 71

106

150

118

70 68 80

102 114 112

80

113

247

195

257

314

0

50

100

150

200

250

300

350

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Doctoral Female

Doctoral Male

Research Master’s Female

Research Master’s Male

Professional Master’s Female

Professional Master’s Male

102

121 131 146 144

185

119 115 124

147

186

165 157 169

218

359

279

398

0

50

100

150

200

250

300

350

400

450

500

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Doctoral Female

Doctoral Male

Research Master’s Female

Research Master’s Male

Professional Master’s Female

Professional Master’s Male

57 71 71

106

150

118

70 68 80

102 114 112

80

113

247

195

257

314

0

50

100

150

200

250

300

350

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Doctoral Female

Doctoral Male

Research Master’s Female

Research Master’s Male

Professional Master’s Female

Professional Master’s Male

102

121 131 146 144

185

119 115 124

147

186

165 157 169

218

359

279

398

0

50

100

150

200

250

300

350

400

450

500

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Doctoral Female

Doctoral Male

Research Master’s Female

Research Master’s Male

Professional Master’s Female

Professional Master’s Male

57 71 71

106

150

118

70 68 80

102 114 112

80

113

247

195

257

314

0

50

100

150

200

250

300

350

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Doctoral Female

Doctoral Male

Research Master’s Female

Research Master’s Male

Professional Master’s Female

Professional Master’s Male

37

In 2004, Cornell granted 636 degrees to international students. By 2014, that number increased 55% to 989, with approximately 80 countries represented, from Albania to Zimbabwe.

Of the 2,182 total degrees awarded in 2013, 1,202 were professional master’s degrees, 490 were doctoral degrees and 490 were research master’s degrees. Doctoral degrees awarded increased 19% over the past ten years, and the number of professional degrees presented to graduate students grew 57% over that same time period.

In award year 2013, total degrees granted in the physical sciences represented 52% of the total Graduate School degrees awarded. The social sciences accounted for 31%, and the humanities and life sciences awarded the remainder with 8% and 9% respectively.

Women earned 42% of total degrees granted in award year 2013; 48% of these women were international. Of the 441 women representing non-US countries, 64% earned a professional master’s degree, with the predominant disciplines being the physical and social sciences. (90% of the professional degrees earned by women from international countries were in these two disciplines.)

The percentage of minority students earning degrees over the past ten years has increased 24% and the percentage of under-represented minority students earning degrees over the past ten years has increased 200%. Total minorities comprised 16% of those earning graduate degrees in 2013, while under-represented minority students received 14% of the total.

Graduate Student Degrees Awarded by Ethnicity, 2003–2012

2004

2008

2013

African American3%

Undeclared2%

Hispanic3%

Native American< 1%

Multi-ethnic URM< 1%

Hawaii/Pacific Islander< 1%

Multi-ethnic Non-URM< 1%

International38%

Caucasian42%

African American1%

Undeclared5%

Hispanic3%

Native American< 1%

Multi-ethnic URM< 1%

Hawaii/Pacific Islander< 1%

Multi-ethnic Non-URM< 1%

International40%

Asian11%

Asian9%

Caucasian42%

African American3%

Undeclared5%

Hispanic2%

Native American< 1%

Multi-ethnic URM3%

Hawaii/Pacific Islander< 1%

Multi-ethnic Non-URM1%

International45%

Asian9%

Caucasian32%

African American3%

Undeclared2%

Hispanic3%

Native American< 1%

Multi-ethnic URM< 1%

Hawaii/Pacific Islander< 1%

Multi-ethnic Non-URM< 1%

International38%

Caucasian42%

African American1%

Undeclared5%

Hispanic3%

Native American< 1%

Multi-ethnic URM< 1%

Hawaii/Pacific Islander< 1%

Multi-ethnic Non-URM< 1%

International40%

Asian11%

Asian9%

Caucasian42%

African American3%

Undeclared5%

Hispanic2%

Native American< 1%

Multi-ethnic URM3%

Hawaii/Pacific Islander< 1%

Multi-ethnic Non-URM1%

International45%

Asian9%

Caucasian32%

African American3%

Undeclared2%

Hispanic3%

Native American< 1%

Multi-ethnic URM< 1%

Hawaii/Pacific Islander< 1%

Multi-ethnic Non-URM< 1%

International38%

Caucasian42%

African American1%

Undeclared5%

Hispanic3%

Native American< 1%

Multi-ethnic URM< 1%

Hawaii/Pacific Islander< 1%

Multi-ethnic Non-URM< 1%

International40%

Asian11%

Asian9%

Caucasian42%

African American3%

Undeclared5%

Hispanic2%

Native American< 1%

Multi-ethnic URM3%

Hawaii/Pacific Islander< 1%

Multi-ethnic Non-URM1%

International45%

Asian9%

Caucasian32%

GraduateField Doctoral professionalmasters researchmasters GrandTotal

Aerospace Engineering 4 1 14 19

African and African-American Studies 0 0 4 4

Animal Science 1 0 1 2

Anthropology 5 7 0 12

Applied Economics and Management 8 9 3 20

Applied Mathematics 5 2 0 7

Applied Physics 16 17 8 41

Archaeology 0 4 0 4

Architecture 0 2 45 47

Art 0 8 0 8

Asian Literature, Religion and Culture 2 1 0 3

Asian Studies 0 5 0 5

Astronomy and Space Sciences 2 5 0 7

Atmospheric Science 0 2 0 2

Biochemistry, Molecular and Cell Biology 17 1 0 18

Biological and Environmental Engineering 7 11 16 34

Biomedical Engineering 12 17 83 112

Biophysics 2 1 0 3

Chemical Engineering 6 10 42 58

Chemistry and Chemical Biology 24 36 0 60

City and Regional Planning 3 5 42 50

Civil and Environmental Engineering 10 15 79 104

Classics 3 2 0 5

Communication 2 7 0 9

Comparative Biomedical Sciences 12 2 0 14

Comparative Literature 6 2 0 8

Computer Science 13 17 107 137

Design and Environmental Analysis 1 13 0 14

Development Sociology 3 4 0 7

Ecology and Evolutionary Biology 10 0 0 10

Economics 24 15 0 39

Education 4 2 15 21

Electrical and Computer Engineering 25 27 102 154

English Language and Literature 16 18 0 34

Entomology 3 2 0 5

Environmental Toxicology 2 0 0 2

Fiber Science and Apparel Design 2 7 0 9

Food Science and Technology 12 9 16 37

Genetics, Genomics and Development 12 1 0 13

Geological Sciences 2 6 0 8

Germanic Studies 1 3 0 4

Global Development 0 0 13 13

Government 4 6 0 10

History 11 5 0 16

Graduate Student Degrees Awarded by Graduate Field; Award Year 2013

38

39

GraduateField Doctoral professionalmasters researchmasters GrandTotal

History of Art, Archaeology, and Visual Studies 6 2 0 8

Horticulture 1 7 6 14

Hotel Administration 2 0 68 70

Human Development 2 5 0 7

Immunology and Infectious Disease 4 0 0 4

Industrial and Labor Relations 4 5 64 73

Information Science 1 4 14 19

Landscape Architecture 0 0 25 25

Law 2 0 0 2

Linguistics 2 9 0 11

Management 8 7 0 15

Materials Science and Engineering 9 14 3 26

Mathematics 12 12 0 24

Mechanical Engineering 8 28 63 99

Medieval Studies 1 3 0 4

Microbiology 8 0 0 8

Molecular and Integrative Physiology 5 0 0 5

Music 3 2 0 5

Natural Resources 7 8 0 15

Neurobiology and Behavior 3 1 0 4

Nutrition 9 0 1 10

Operations Research and Information Engineering 7 10 83 100

Pharmacology 1 0 0 1

Philosophy 8 6 0 14

Physics 31 26 0 57

Plant Biology 2 0 0 2

Plant Breeding 6 1 2 9

Plant Pathology and Plant-Microbe Biology 3 3 0 6

Policy Analysis and Management 2 3 23 28

Psychology 8 0 0 8

Public Affairs 0 0 118 118

Real Estate 0 0 25 25

Regional Science 4 5 0 9

Romance Studies 6 10 0 16

Science and Technology Studies 2 2 0 4

Sociology 3 1 0 4

Soil and Crop Sciences 3 2 0 5

Statistics 7 5 49 61

Systems Engineering 0 0 68 68

Theatre Arts 0 2 0 2

Theoretical and Applied Mechanics 7 0 0 7

Zoology and Wildlife Conservation 1 0 0 1

Total 490 490 1,202 2,182

Discipline

Humanities 66% 6.8

Life Sciences 80% 5.7

Physical Sciences 75% 5.6

Social Sciences 72% 6.0

Total(included admit years 1987–2006) 73% 5.9

Humanities 66% 6.8Architecture 51% 6.4

Asian Literature, Religion and Culture 59% 8.0

Classics 55% 6.6

Comparative Literature 78% 7.0

English Language and Literature 75% 6.5

Germanic Studies 67% 7.5

History 56% 7.8

History of Art, Archaeology, and Visual Studies 75% 7.0

Medieval Studies 68% 6.2

Music 79% 6.8

Near Eastern Studies 56% 6.9

Philosophy 55% 6.5

Romance Studies 72% 5.8

Science and Technology Studies 77% 6.4

Theatre Arts 60% 6.4

Life Sciences 80% 5.7Animal Science 80% 5.5

Biochemistry, Molecular & Cell Biology 84% 6.0

Biometry 44% 5.1

Biophysics 77% 6.0

Comparative Biomedical Sciences 83% 5.0

Computational Biology 63% 5.4

Ecology and Evolutionary Biology 84% 6.2

Entomology 90% 5.8

Environmental Toxicology 84% 5.0

Food Science and Technology 83% 5.0

Genetics and Development 81% 6.0

Horticulture 69% 4.8

Immunology and Infectious Disease 79% 5.2

Microbiology 84% 5.6

Molecular and Integrative Physiology 81% 5.4

Natural Resources 75% 6.0

Neurobiology and Behavior 83% 6.4

Nutrition 74% 6.0

Pharmacology 81% 5.7

Plant Biology 82% 6.0

Plant Breeding 91% 5.0

Plant Pathology and Plant-Microbe Biology 85% 5.6

Psychology 76% 5.7

Soil and Crop Sciences 88% 5.5

Zoology and Wildlife Conservation 87% 5.7

Physical Sciences 75% 5.6Aerospace Engineering 74% 5.5

Applied Mathematics 83% 5.5

Applied Physics 73% 6.0

Astronomy and Space Sciences 87% 6.1

Atmospheric Science 64% 6.0

Biological and Environmental Engineering 80% 5.7

Biomedical Engineering 82% 5.7

Chemical Engineering 83% 5.4

Chemistry and Chemical Biology 74% 5.4

Civil and Environmental Engineering 66% 5.4

Computer Science 74% 5.9

Electrical and Computer Engineering 74% 5.5

Fiber Science and Apparel Design 64% 5.0

Geological Sciences 66% 5.8

Materials Science and Engineering 71% 5.4

Mathematics 78% 5.6

Mechanical Engineering 76% 5.4

Operations Research and Information Engineering 70% 5.0

Physics 76% 6.3

Theoretical and Applied Mechanics 85% 5.0

Social Sciences 72% 6.0Anthropology 74% 7.7

Applied Economics and Management 68% 5.7

City and Regional Planning 76% 6.5

Communication 65% 5.9

Development Sociology 63% 7.2

Economics 73% 5.5

Education 62% 5.4

Government 68% 7.3

Hotel Administration 89% 7.0

Human Development 66% 5.1

Industrial and Labor Relations 76% 5.6

Information Science 83% 5.4

Law 75% 4.7

Linguistics 70% 6.5

Management 74% 5.1

Policy Analysis and Management 71% 6.4

Regional Science 80% 6.1

Sociology 59% 6.4

Statistics 72% 5.4

Average Completion Rate and Median Time to Degree—Doctoral Program by Field (2012–2013)

medianTimetoDegree(yrs)

Averagecompletionrate

medianTimetoDegree(yrs)

Averagecompletionrate

40

41

Graduate students are supported through assistant-ships, fellowships and self-funding.

A fellowship is an arrangement in which financial support is given to a graduate student to puruse his or her degree without any obligation on the part of the student to engage in teaching and/or research in furtherance of the university’s academic mission.

Fellowships are generally merit-based awards intended to support a student in a full-time course of study. Assistantships are an arrangement in which financial support is given to a graduate student who engages in teaching and/or research in furtherance of the university’s academic mission, as well as his or her graduate education.

At Cornell, assistantships include teaching assistant-ships (TA), graduate assistantships (GA), graduate research assistantships (GRA), and research assistant-ships (RA).

The financial support charts do not contain informa-tion on the 221 graduate students enrolled inabsentia for Fall 2012.

GRA/RA33% GA/TA

34%

Other Fellow10%

Self/Unknown5%

CU Fellow18%

Self/Unknown44%

Other Fellow1%

GRA/RA15%

GA/TA29%

CU Fellow6%

Self/Unknown86%

CU Fellow2%

GA/TA3% GRA/RA

1%Other Fellow

<1%

GRA/RA33% GA/TA

34%

Other Fellow10%

Self/Unknown5%

CU Fellow18%

Self/Unknown44%

Other Fellow1%

GRA/RA15%

GA/TA29%

CU Fellow6%

Self/Unknown86%

CU Fellow2%

GA/TA3% GRA/RA

1%Other Fellow

<1%

GRA/RA33% GA/TA

34%

Other Fellow10%

Self/Unknown5%

CU Fellow18%

Self/Unknown44%

Other Fellow1%

GRA/RA15%

GA/TA29%

CU Fellow6%

Self/Unknown86%

CU Fellow2%

GA/TA3% GRA/RA

1%Other Fellow

<1%

DocTorAlDEGrEEs,FAll2012

Total = 2,955

rEsEArcHmAsTEr’sDEGrEEs,FAll2012

Total = 1,710

proFEssioNAlmAsTEr’sDEGrEEs,FAll2012

Total = 277

financial support

Graduate Student Financial Support by Discipline and Degree Type, Fall 2012

42

Discipline Doctoral researchmaster’s professionalmaster’s Total

Humanities CU Fellow 153 43% 1 3% 0 0% 154

GA/TA 197 55% 28 93% 4 4% 229

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

Other Fellow 4 1% 1 3% 0 0% 5

Self/Unknown 4 1% 0 0% 103 96% 107

Total 359 100% 30 100% 107 100% 496

Life Sciences CU Fellow 86 12% 6 10% 0 0% 92

GA/TA 199 28% 14 24% 1 3% 214

GRA/RA 291 41% 23 39% 4 14% 318

Other Fellow 95 13% 1 2% 0 0% 96

Self/Unknown 42 6% 15 25% 24 83% 81

Total 713 100% 59 100% 29 100% 801

Physical Sciences CU Fellow 156 12% 4 5% 8 1% 168

GA/TA 359 28% 10 14% 0 0% 369

GRA/RA 567 44% 9 12% 2 0% 578

Other Fellow 167 13% 1 1% 0 0% 168

Self/Unknown 53 4% 50 68% 759 99% 862

Total 1,302 100% 74 100% 769 100% 2,145

Social Sciences CU Fellow 134 23% 5 4% 27 3% 166

GA/TA 255 44% 28 25% 41 5% 324

GRA/RA 130 22% 9 8% 3 0% 142

Other Fellow 23 4% 1 1% 8 1% 32

Self/Unknown 39 7% 71 62% 726 90% 836

Total 581 100% 114 100% 805 100% 1,500

GrandTotal 2,955 277 1,710 4,942

Note: does not include in absentia students

Graduate Student Financial Support by College and Degree Type, Fall 2012

43

Discipline Doctoral researchmaster’s professionalmaster’s Total

Agriculture and Life Sciences CU Fellow 89 12% 6 1% 1 4% 96

GA/TA 239 31% 22 17% 18 14% 279

GRA/RA 307 40% 37 4% 4 24% 348

Other Fellow 91 12% 1 1% 1 1% 93

Self/Unknown 47 6% 39 125% 131 25% 217

Total 773 100% 105 148% 155 68% 1,033

Architecture, Art and Planning CU Fellow 9 26% 1 3% 1 0% 11

GA/TA 17 49% 12 41% 6 3% 35

GRA/RA 3 9% 0 0% 0 0% 3

Other Fellow 0 0% 1 3% 2 1% 3

Self/Unknown 6 17% 15 52% 231 96% 252

Total 35 100% 29 100% 240 100% 304

Arts and Sciences CU Fellow 288 26% 1 3% 8 33% 297

GA/TA 538 48% 22 58% 0 0% 560

GRA/RA 192 17% 0 0% 0 0% 192

Other Fellow 60 5% 1 3% 0 0% 61

Self/Unknown 35 3% 14 37% 16 67% 65

Total 1,113 100% 38 100% 24 100% 1,175

Engineering CU Fellow 116 14% 2 4% 8 1% 126

GA/TA 171 21% 5 9% 0 0% 176

GRA/RA 380 46% 2 4% 2 0% 384

Other Fellow 123 15% 1 2% 0 0% 124

Self/Unknown 37 4% 45 82% 798 99% 880

Total 827 100% 55 100% 808 100% 1,690

Hotel Administration CU Fellow 0 0% 0 0% 0 0% 0

GA/TA 3 75% 0 0% 1 2% 4

Other Fellow 0 0% 0 0% 0 0% 0

Self/Unknown 1 25% 7 100% 63 98% 71

Total 4 100% 7 100% 64 100% 75

Graduate Student Financial Support by College and Degree Type, Fall 2012, continued

44

Discipline Doctoral researchmaster’s professionalmaster’s Total

Human Ecology CU Fellow 14 23% 5 14% 4 1% 23

GA/TA 32 53% 16 44% 3 1% 51

GRA/RA 9 15% 1 3% 0 0% 10

Other Fellow 2 3% 0 0% 5 2% 7

Self/Unknown 3 5% 14 39% 276 96% 293

Total 60 100% 36 100% 288 100% 384

industrial and Labor Relations CU Fellow 0 0% 0 0% 13 10% 13

GA/TA 6 21% 3 75% 18 14% 27

GRA/RA 22 79% 1 25% 3 2% 26

Other Fellow 0 0% 0 0% 0 0% 0

Self/Unknown 0 0% 0 0% 97 74% 97

Total 28 100% 4 100% 131 100% 163

Law CU Fellow 9 90% 0 n/a 0 n/a 9

Other Fellow 0 0% 0 n/a 0 n/a 0

Self/Unknown 1 10% 0 n/a 0 n/a 1

Total 10 100% 0 n/a 0 n/a 10

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

GA/TA 1 3% n/a 0 n/a 1

GRA/RA 27 84% 0 n/a 0 n/a 27

Self/Unknown 4 13% 0 n/a 0 n/a 4

Total 32 100% 0 n/a 0 n/a 32

Veterinary Medicine CU Fellow 4 5% 1 33% 0 n/a 5

GA/TA 3 4% 0 0% 0 n/a 3

GRA/RA 49 67% 0 0% 0 n/a 49

Other Fellow 13 18% 0 0% 0 n/a 13

Self/Unknown 4 5% 2 67% 0 n/a 6

Total 73 100% 3 100% 0 n/a 76

GrandTotal 2,955 100% 277 100% 1,710 100% 4,942

45

Graduate Student Financial Support by Discipline, Fall 2003, Fall 2007 and Fall 2012

Fall2002– Fall2006– Fall2011 Fall2011 Fall2002 % Fall2006 % Fall2011 % change change

HumanitiesCU Fellow 156 44% 142 38% 153 43% -2% 8%

GA/TA 187 53% 202 54% 197 55% 5% -2%

GRA/RA 1 0% 0 0% 1 0% n/a n/a

Other Fellow 10 3% 23 6% 4 1% -60% -83%

Self/Unknown 2 1% 4 1% 4 1% 100% 0%

Total 356 100% 371 100% 359 100% 1% -3%

Life SciencesCU Fellow 129 16% 188 24% 86 12% -33% -54%

GA/TA 177 22% 195 25% 199 28% 12% 2%

GRA/RA 360 45% 330 43% 291 41% -19% -12%

Other Fellow 108 13% 47 6% 95 13% -12% 102%

Self/Unknown 27 3% 16 2% 42 6% 56% 163%

Total 801 100% 776 100% 713 100% -11% -8%

Physical SciencesCU Fellow 165 14% 178 14% 156 12% -5% -12%

TA/GA 381 31% 365 29% 359 28% -6% -2%

RA/GRA 564 46% 580 46% 567 44% 1% -2%

Other Fellow 91 7% 91 7% 167 13% 84% 84%

Self/Unknown 17 1% 35 3% 53 4% 212% 51%

Total 1,218 100% 1,249 100% 1,302 88% 7% 4%

Social SciencesCU Fellow 130 23% 120 22% 134 23% 3% 12%

TA/GA 237 42% 247 45% 255 44% 8% 3%

RA/GRA 122 22% 138 25% 130 22% 7% -6%

Other Fellow 32 6% 18 3% 23 4% -28% 28%

Self/Unknown 41 7% 30 5% 39 7% -5% 30%

Total 562 100% 553 100% 581 100% 3% 5%

All DisciplinesCU Fellow 580 20% 628 21% 529 18% -9% -16%

TA/GA 982 33% 1,009 34% 1,010 33% 3% 0%

RA/GRA 1,047 36% 1,048 36% 989 33% -6% -6%

Other Fellow 241 8% 179 6% 289 10% 20% 61%

Self/Unknown 87 3% 85 3% 138 5% 59% 62%

GrandTotal 2,937 100% 2,949 100% 2,955 100% 1% 0%