The CGS Occasional Paper Series includes case studies that highlight the achievements, best practices, and lessons learned of CGS awardees and grant recipients as well as research studies focused on graduate education. The Occasional Paper Series reflects the diverse institutional, disciplinary, and demographic differences of CGS member institutions.
While these papers foreground the perspectives and achievements of particular individuals and universities, we publish these case study narratives and strategies to inspire and inform institutions in their mission to improve and advance graduate education.
Authors are responsible for the content of this Occasional Paper. The views and interpretations expressed are not necessarily those of CGS. Questions regarding these papers should be directed to the author(s).
James C. Petersen, Laura Chesak, Rebecca B. Saunders, and William R. Wiener, 2017
The Central Role of the Director of Graduate Studies: Ten years of data from a mid-sized public university by James C. Petersen, Laura Chesak, Rebecca B. Saunders, and William R. Wiener provides an overview of the role of graduate directors at the University of North Carolina at Greensboro. Drawing on longitudinal data, the authors explore features of the Director of Graduate Studies (DGS)/Graduate Program Director (GPD) role and the extent to which it has become formalized and institutionalized.
Laura Gail Lunsford and Vicki L. Baker, 2016
Great Mentoring provides a practical, student-oriented perspective informed by the authors’ experience and research on mentoring. We hope this new publication, Great Mentoring in Graduate School: A quick start guide for protégés will help your graduate students identify quality mentors and serve as helpful peer mentors to others. We also hope the guide will inform discussions on your campus about graduate student mentoring.
University of Memphis, 2010
Extending the Pipeline analyzes the presence of underrepresented populations at University of Memphis and sought to create a model program to successfully recruit a diverse graduate student population and make recommendations for enhancing diversity in the future. Learn more.
University of Georgia, 2009
This paper discusses the University of Georgia’s development of a conceptual model for approaching doctoral completion, the roles of a university’s administration in providing leadership and support, and strategies that graduate school administration and doctoral program faculty members can utilize in the areas of recruiting, admissions, advising, and providing a supportive environment for doctoral students. Learn more.
University of Maryland Baltimore County, 2007
The University as Mentor outlines the key actions that the University of Maryland Baltimore County has taken to achieve an inclusive graduate community and presents ten lessons learned and practical advice intended to be accessible and applicable to other universities. Learn more.