CGS Occasional Paper Series

    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).

     

    The Central Role of the Director of Graduate Studies: Ten Years of Data from A Mid-Sized Public Uiversity

    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.

     

    Great Mentoring in Graduate School: A quick start guide for protégés

    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.

     

    Extending the Pipeline: Model Programs for Enhancing Diversity and Inclusiveness in Graduate School at the University of Memphis

    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.

     

    A Data-Driven Approach to Improving Doctoral Completion

    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.

     

    The University as Mentor: Lessons Learned from UMBC Inclusiveness Initiatives

    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.

     

    CGS is the leading source of information, data analysis, and trends in graduate education. Our benchmarking data help member institutions to assess performance in key areas, make informed decisions, and develop plans that are suited to their goals.
    CGS Best Practice initiatives address common challenges in graduate education by supporting institutional innovations and sharing effective practices with the graduate community. Our programs have provided millions of dollars of support for improvement and innovation projects at member institutions.
    As the national advocate for graduate education, CGS serves as a resource for policymakers and others on issues concerning graduate education, research, and scholarship. CGS members receive regular updates of legislative and regulatory proposals impacting graduate education and are provided resources to use in advocacy efforts on their campuses and with policymakers and other constituents. 
    CGS is an authority on global trends in graduate education and a leader in the international graduate community. Our resources and meetings on global issues help members internationalize their campuses, develop sustainable collaborations, and prepare their students for a global future.