WWW.CGSNET.ORG | VOLUME 5, NUMBER 6 | OCTOBER 2016

CGS 2016 New Deans Institute and Summer Workshop a Great Success! The 2016 New Deans Institute and Summer Workshop in Savannah, Georgia, proved to be another highly successful meeting. The 250 registrants attended plenary sessions, dean dialogues, hot topics, and technical workshop sessions. Additionally, new this year were four “Dean’s Toolbox” sessions designed to give attendees specific information and/or resources to bring back to campus and use immediately. Sessions at the meeting covered topics ranging from the art and science of communication, future of the dissertation, meeting recruitment and retention challenges, and fundraising. The opening dinner and reception and several networking lunches provided attendees the opportunity for much discussion and interaction. We would like to thank the CGS Board, meeting presenters, and the following sponsors for helping to make the meeting a

success: Educational Testing Service and ProQuest Dissertations Publishing. We would also like to thank the following member institutions for their support in sponsoring the refreshment breaks: Duke University, Emory University, Florida State University, Georgia Council of Graduate Schools, Indiana University, Kent State University, Medical University of South Carolina, Middle Tennessee State University, North Carolina Central University, North Carolina State University, The Ohio State University, The University of Alabama in Huntsville, The University of Southern Mississippi, University of Georgia, and University of South Florida. PowerPoint presentations from the meeting can be found on the CGS website at http://cgsnet.org/cgs-2016-new-deans-institute-and-summer-workshop.

Editor’s Note: CGS GradEdge has changed to a quarterly publication schedule. Issues will be published in January, April, July, and October. To submit contributions for consideration or story ideas, please contact Katherine Hazelrigg.

2016 CGS 56th Annual Meeting December 7 – 10, 2016 Omni Shoreham Hotel | Washington, D.C. Visit the CGS website for more information, including registration details, a preliminary program, featured speakers, and accommodations and travel logistics. http://cgsnet.org/2016-cgs-56th-annual-meeting

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Meet the 2016-17 CGS Deans-in-Residence

What about the CGS Dean-in-Residence program interested you? Why did you apply? Caramello: It’s a great opportunity to put ten years of experience as a graduate dean in the service of the national graduate community and national and international graduate education policy. As a dean, I admired and respected CGS and found its programs and research invaluable, so it’s a privilege and pleasure to contribute to them.

Engler: I’ve been associate dean at UAB for ten years and in that time I’ve been impressed with CGS’ level of service to the graduate dean community. Being a CGS dean-in-residence gives me the opportunity to think more broadly about challenges to graduate education and to contribute to that larger conversation.

What do you hope to accomplish while you are here? Engler: Public demands for accountability present challenges to the graduate education community every day. Addressing these demands requires careful and critical evaluation of how the graduate education community can respond in a constructive way. I’m particularly interested in how increasing

calls for competencies and skills will guide the future of graduate curriculum and training.

Caramello: I hope to collaborate with CGS colleagues on three areas: 1) furthering international collaborations at the graduate level; 2) furthering doctoral (and master’s) outcomes assessment; and 3) sharing practical experience with the graduate community, particularly new graduate deans.

What was your life like before you became a dean? Caramello: Pretty busy. For eight years preceding my tenure as dean, I was chair of a very large English Department that included 60 tenure/tenure track faculty, anywhere from 50-75 adjunct faculty, over 80 TAs, and about 12 administrative staff. Because of that position, I also was very involved in college and campus level initiatives and issues.

Engler: My doctoral degree is in Biochemistry, and I followed the typical academic career path of teaching, writing grants, conducting research, and training students. I realized that I most enjoyed working with students, so I jumped at the chance to be the associate dean in the UAB Graduate School and the opportunity to work closely with graduate students across disciplines.

In August, two new Deans-in-Residence joined the CGS staff: Charles (“Chuck”) Caramello [left], former associate provost for academic affairs and dean of the Graduate School at the University of Maryland, College Park, and Jeffrey Engler [right], former associate dean of the Graduate School at the University of Alabama at Birmingham (UAB). Each will serve a one-year term in the role, which was created to allow graduate deans, associate or assistant deans to spend an academic year at the Council’s Washington, D.C. office. Our interview with Drs. Caramello and Engler follows.

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What about the transition to dean was challenging? Engler: I had to wear a tie.

Caramello: The level of visibility is different and mistakes are costly. The complexities and differences in disciplinary cultures present challenges and require ways of thinking that differ considerably from those in leading a department.

What was your proudest accomplishment as dean? Caramello: The University of Maryland’s Graduate School slogan is: “Advancing graduate education. Enhancing the graduate student experience”—two interdependent but distinct goals. We used those as touchstones: everything we did had to help advance one or both of those goals. My overarching goal, though, was to work with all the relevant constituencies to build a single, coherent, cohesive graduate community—a daunting task on a very large and dispersed research campus.

Engler: In 2006, the University of Alabama Birmingham president issued a challenge – she wanted to grow graduate enrollment by 50% within 10 years. We accomplished that goal in six years, making UAB the largest graduate school in the state of Alabama.

What are you looking forward to most about working in Washington, D.C.?

Engler: Besides working with a great team at CGS? I’d have to say the social and cultural diversity of the city. When I walk home after work, I hear three or four languages other than English spoken on the streets of D.C. The ability to see more independent films and not just the big blockbusters has been great too.

Caramello: I’ve lived in the D.C. metro area for 38 years, so I’m pretty familiar with working in this environment. It’s a pleasant change to be working in a downtown office for a year rather than on a suburban campus—particularly an office whose location makes it very easy to engage with public and private national higher education organizations and agencies.

What advice do you have for incoming deans? Caramello: One of my goals for the year is developing an initiative for experienced deans to communicate practical knowledge and advice to new deans, so my advice at the moment, I guess, is to watch for further advice down the line.

Engler: Get out of your office. The first thing I did as associate dean was to schedule a meeting with every graduate program director on campus, and I met them in their offices. It was a great way to build a network and understand the challenges they were facing as they directed their programs.

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Stats and Stories: A New Way to TRaCE Your PhD Grads and Build a New Community while You’re at It Paul Yachnin, Tomlinson Professor of Shakespeare Studies and Director of the Institute for the Public Life of Arts and Ideas (IPLAI) at McGill University Over the past year, 24 Canadian universities, led by the McGill University’s Institute for the Public Life of Arts and Ideas (http://iplai.ca/), have developed an experimental project called TRaCE (http://iplaitrace.com/). The acronym stands for “track, report, connect, exchange.” The immediate purpose of the project is four-fold: (1) to track humanities PhD grads; (2) to report on where they are, whether inside or outside the academy, and on what they have achieved; (3) to connect them with each other and with faculty and students inside the academy; and (4) to sponsor exchanges of knowledge and knowhow among PhD students, faculty members, and PhDs pursuing careers in non-academic sectors.

We’ve tracked approximately 2,500 grads (graduating from 2004 to 2014) from 60+ departments, programs, and faculties across Canada. We have solid data about the career pathways of more than 80% of them. The 50+ student researchers from the participating universities reached out to the grads from their home institutions, told them about the project, told them that we needed them, and invited them to be interviewed. More than 10% agreed. Their answers to the questions we’d devised—questions including time-to-completion, financial support, mentoring and supervision, equity and accessibility—have provided additional data. The interviews also have served as the foundation for each grad’s story: What led them to doctoral studies?

What did they learn when they were there? How have they fared since graduation, How has their PhD contributed to their lives and careers?

We are currently bringing back to campus a number of the grads so that they can participate in quite another way in graduate education. The kinds of mostly volunteer contributions they’re making vary from department to department and person to person. It’s mainly mentoring, a bit of guest teaching, taking part in panel discussions, and so on. The grads are helping to broaden the horizons of students and of faculty about the fact that the PhD doesn’t lead only to one pathway but rather to many paths.

Each week, new data pieces and new stories are posted on the TRaCE website. The picture of who humanities PhDs are, what motivates them, what they have contributed to society is growing larger, more detailed, more various. The grads include university professors, public historians, people in business, public sector policy advisors, artists, the producer of IDEAS on CBC Radio, and a producer of major Hollywood films. The website also has a networking capacity. If a doctoral student reads a story that resonates for her and speaks to her career aspirations, she can reach out to the person whose story it is. On account of the TRaCE project, a community is coming into being that includes humanities teachers and researchers inside

Editor’s Note: CGS is in the process of wrapping up the planning phase of its Understanding PhD Career Pathways project, and will announce plans for the next phase before the end of the year. If you have questions about the CGS project, please contact Julia Kent.

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and outside the academy. More exactly, a community that didn’t know it existed is becoming visible to itself.

What are the benefits of the TRaCE project?

• Universities will be able to undertake well-informed graduate program reform in light of the clearer picture of the career pathways of humanities PhDs.

• Since not everything that counts can be counted, humanities students, faculty, and departments are justifiably suspicious about data-only tracking exercises. TRaCE combines statistical data with robust narrative accounts of the challenges, opportunities, and value of humanities doctoral education.

• PhD students and faculty members will develop a broader, evidence-based understanding of how the PhD leads to multiple career pathways rather than to only one.

• TRaCE will enable exchanges among humanities researchers and others whose work is founded in the humanities both inside and outside the academy. It will do so in ways that will benefit faculty members, PhDs in non-academic careers, and doctoral students, and in ways that will reorient the culture of the university toward a more dynamic relationship with the world outside the academy.

• If people generally are to understand and appreciate the value of humanities research and teaching at the top of its form, they need to know much more about what humanities PhDs do inside and outside the university.

• The long-term goal of the TRaCE project is to create an infrastructure for an international humanities teaching and research community that will include the universities and multiple non-academic sectors of work and action.

We have worked hard over the past year to develop the methodology and the means to make TRaCE work—everything from how to do an ethics review to the best ways to find the career paths of PhD grads on the web to how to ensure the soundness and interoperability of the data to how to create an effective interview template to how to do a good interview, and much more. We’ve developed webinar training sessions for the student researchers, policy about the rights and responsibilities of all the participants, clear guidelines about privacy and confidentiality, and a support system for the students who are doing so much of the work. Now we are keen to share what we have learned with others.

The TRaCE project aims to develop an infrastructure for a new national and international community in the human sciences dedicated to mobilizing humanistic knowledge for the benefit of the members of the community itself, for the universities and non-academic businesses and organizations where many of the grads work, and for the public good. We are starting in Canada, but our goals are international. Right now, we welcome stories from individual PhDs in England, Europe, Australia, and the USA.

We want to accelerate the growth of an international community of humanities PhDs and doctoral students—a modern, outward-facing Republic of Letters. To do that, we are seeking 10 to 20 American universities to join

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a TRaCE pilot project in the USA. We will provide the methodology, means, training, and support system. We ask the participating universities to contribute to our costs, which are modest, and to commit to supporting at least two student researchers on their home campuses. TRaCE will help gather the data on PhD outcomes, but we won’t keep the data. In all cases, the PhD outcome data will belong to the respective universities (they will agree to report on the outcomes on their own websites). But we’re keenly interested in the

stories and in using the stories to expand the community. So we ask that all the stories about the grads get posted on the TRaCE website, which, by the way, has space for 100,000 registered users.

With a view to starting the pilot project in Fall 2017, we are asking interested universities to get in touch with us by the start of December 2016. Please email the TRaCE Director, Paul Yachnin, at paul.yachnin@mcgill.ca.

Election for the 2017-2019 CGS Board of Directors

The CGS Nominating Committee recently sent the electronic link to the ballot for the CGS Board of Directors election to the primary contact of the council’s Regular Members. We encourage you to take a few moments to complete before the October 31st deadline.

The CGS Nominating Committee:

Barbara Knuth, Committee Chair, Karen DePauw, John Keller, Steve Matson, and Lisa Tedesco

Data Sources: A New Take on Graduate Applications, Enrollments, and Degrees: Differences among Selected NCAA Division I-A Football Conferences By Keonna Feaster, Program Manager, Best Practices; Hironao Okahana, Assistant Vice President, Research & Policy Analysis; and Jeff Allum, Former Assistant Vice President, Research & Policy Analysis, Council of Graduate Schools The recently released Graduate Enrollment and Degrees: 2005 to 2015 (Okahana, Feaster, & Allum, 2016) report provides a comprehensive look at master’s and research doctoral enrollment in the United States. The report set new records for applications for admission (more than 2.18 million), offers of admission (over 877,000), and first-time enrollment (nearly 507,000) in graduate certificate, education specialist, master’s, or doctoral programs in Fall 2015. The report also found increases in first-time graduate enrollment for all underrepresented minority

(URM) groups between Fall 2014 and Fall 2015, although they still represent a smaller share of the overall graduate student population. In addition to one-year increases in first-time enrollment among underrepresented minority students there was an increase (3.8%) in first-time enrollments for U.S. citizens and permanent residents, the largest one-year increase since 2010. These gains contributed to a 3.9% overall one-year increase in all first-time graduate enrollments, which is the largest increase since 2009.

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The results from the survey are portrayed in the report in a variety of ways, including breakdowns by student and institutional characteristics. The report does not – and has not – portrayed results according to institutional type beyond Carnegie classification. Since the college football season has recently started, this article compares applications, offers of admission, and first-time graduate enrollment by NCAA Division I-A football conferences. There are currently nine NCAA Division I-A conferences containing at least five CGS member institutions. Two Division I-A conferences, Conference USA and FBS Independents, did

not have five responding institutions and were therefore not included in this analysis.

In terms of participation by CGS member institutions, the ACC, Big Ten, and SEC conferences include the largest number, with fourteen each, while the Sun Belt (11) and Big 12 conference (10) contained the smallest number of CGS member institutions. With respect to the types of institutions represented by the selected conferences, the Mid-American, Mountain West, and Sun Belt are the only conferences which do not contain private, not-for-profit institutions and the only ones which contain master’s-focused institutions (See Table 1).

Table 1. Institutional Control and Carnegie Classification by NCAA Division I-A Conferences

The 2015 GE&D report showed that more applications for admission were submitted to master’s programs (1,518,973) than doctoral programs (656,928). Just as there were more applications for admission to master’s programs among the selected NCAA football conferences, there were more conferences with higher acceptance rates for master’s than for doctoral programs. The Pac-12 (19.6%), Big Ten (19.2%), and the ACC (15.7%) conferences had the largest shares of acceptance rates for master’s programs (See Figure 1). Those same conferences, in different order, also had the largest shares of

the acceptance rates for doctoral programs. The ACC and Pac-12 conferences had the most similar acceptance rates for both master’s and doctoral programs while the gap between the acceptance rates for master’s and doctoral programs was widest for the Big Ten conference (19.2% and 25.3% respectively). These differences in acceptance rates among master’s and doctoral programs may be impacted by institution type (e.g., research universities with high research activity) among other factors which may attract students to the institutions with those conferences.

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In terms of the distribution of race/ethnicity among the selected NCAA Division I-A football conferences, White students had a larger share of first-time enrollment (67.3%) followed by Hispanic/Latino and Black/African Americans (8.8% and 8.0%, respectively). Hispanic/Latino and

Black/African American students were also found to have higher first-time enrollment than their share of overall enrollment within the American Athletic (12.8% and 8.8% respectively) and Sun Belt (17.4% and 9.2% respectively) conferences (See Table 1).

Table 2. % of URM First-Time Graduate Enrollment of Underrepresented Minorities by NCAA Division I-A Football Conferences

5.4%

11.4%

19.6%

5.1%

7.3%

19.2%

5.9%

10.3%

15.7%

2.2%

13.8%

20.9%

2.2%

4.8%

25.3%

8.0%

7.4%

15.3%

Sun Belt

SEC

Pac-12

Mountain West

Mid-American

Big Ten

Big 12

American Athletic

ACC

Figure 1. Aceptance Rates by NCAA Division I-A Football Conferences and Degree Level

Doctoral Master'sData Source: 2015 CGS/GRE Survey of Graduate Enrollment and Degrees

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There was also a notable difference in first-time graduate enrollment of Hispanic/Latino and Black/African American students in the Mountain West and Pac-12 conferences. Nearly six times more Hispanic/Latino students were enrolled for the first-time within an institution in the Mountain West conference (18.3%) than their Black/African American counterparts (3.2%). Additionally, twice the shares of Hispanic/Latino students (12.6%) than Black/African American students were enrolled for the first-time as a graduate student in an institution in the Pac-12 conference (5.6%).

U.S. citizens and permanent residents (78.0%) accounted for a larger share of first-time graduate enrollment then their temporary resident counterparts (22.0%) in the Fall 2015 report. However, there were slightly more temporary residents within the selected conferences (25.9%). (See Table 2) In fact, there were three conferences, the Big Ten (32.5%), ACC (29.7%), Pac-12 (27.3%), which had even larger populations of temporary residents who were first-time enrollees in graduate programs. The Sun Belt conference had the lowest share of temporary residents (10.7%) among all nine conferences included in this article.

Table 3. % of International First-Time Graduate Enrollment by NCAA Division I-A Football Conferences

Many different factors may help to explain the differences in first-time enrollment by race/ethnicity and citizenship by these clusters. For example, geographic location is one possibility as there are some regions of the U.S. which attract specific populations of students. The availability of non-student loan financial support, program offerings, targeted recruitment, and institution types (universities with very high research activity, etc.) are other factors which may help to explain higher first-time enrollment of certain graduate students,

such as Hispanic/Latino students and international students. Graduate Enrollment & Degrees: 2005 to 2015 includes responses from 617 institutions, presents statistics on graduate applications and enrollment for Fall 2015, degrees conferred in 2014-15, and trend data for one-, five- and ten-year periods. It is the only annual survey that collects data on graduate enrollment by all fields of study and is the only source of national data on graduate applications by broad field of study. That data

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serves as an integral part of the State Snapshots: Select Data on Graduate Education. Member institutions interested in

receiving some or all of that information in customized data reports can do so through CGS’ Strategic Benchmarking services.

Reference Okahana, H., Feaster, K., & Allum, J. (2016). Graduate enrollment and degrees: 2005 to 2015.

Washington, DC: Council of Graduate Schools. Generational Diversity in Graduate Education By Ernest L. Brothers, PhD, Associate Dean of the Graduate School, University of Tennessee at Knoxville

Generational diversity could be defined as differences among generational cohorts

that share similar birth dates, significant life events, and shared historical or social life experiences (Smola & Sutton, 2002).

Introduction When considering diversity, I have often said one must recognize that diversity must be viewed through multiple lenses. Consider this: Diversity can be like the prescription lenses one may wear for corrective vision. If one has the same lenses prescribed 10 years ago, he or she either sees things the same or a lot worse. It is not until the lenses are changed that one may view things differently. Generational diversity is that new lens for graduate education. Generational diversity is not something new in the workplace, “without warning, the United States woke up and multiple generations were populating every rung of the corporate ladder” (Wood, 2005, p. 86). Multiple generations (Traditionalists, Baby Boomers, Generation X, Millennials) are represented within graduate education infrastructures at institutions of higher learning. Shaw & Fairhurst (2008) posit that the “generational school of thought asserts that organizations must recognize the influence and work preference of different generations to be effective in the future” (p. 338). I propose that becoming “generationally savvy” in graduate education could potentially improve how we

recruit, retain, mentor, and professionally develop our graduate students.

A Snapshot of the Generations Although a person born in a particular generation does not necessarily exhibit all characteristics attributed to that cohort, the generational distinction serves as a broad reference for events that impacted individuals during that time frame. According to Liotta (2012), “each generation’s formative years are filled with defining events, leaders, and social events that affect the world around them” (p. 40). To give a brief snapshot, I will identify some of the technology, events, and core values of each generation.

The Traditionalist generation is those said to be born between 1922 and 1945. The technology of that era was the radio and the silver screen. Some defining events were the Great Depression, World War II, and the Korean War. Core values identified for this group include hard work; respect for authority; responsibility; law and order; and patriotism. In the work environment, the Traditionalist generation is “presumed to show consistency and uniformity, seek out

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technological advancements, be past-oriented, display command-and-control leadership reminiscent of military operations, and prefer hierarchical organizational structures” (Tolbize, 2008, p. 2).

Born between 1946 and 1964, the Baby Boomer generation earned this name due to the explosion of new births that occurred during this time period. Yang and Guy (2006) describe Baby Boomers as growing up in an era of “prosperity and optimism and bolstered by the sense that they are a special generation capable of changing the world, and have equated work with self-worth, contribution and personal fulfilment” (p. 270). The technology of that area included radio and the silver screen, but it was also the debut of the television. Some defining events were the Feminist Movement; the U.S. putting the first man on the moon; the assassinations of both President John F. Kennedy and Dr. Martin Luther King Jr.; and the deployment of U.S. troops to Vietnam. Some core values of this generation are optimism, team orientation, personal gratification, health and wellness, personal growth, youth, work, and involvement (Zemke, Raines, & Filipczak, 2013).

Generation X (Xers), also referred to as the “lost generation,” was born between 1946 and 1981. “While Traditionalists were characterized as being extremely loyal and Boomers optimistic, Xers have been marked by skepticism” (Lancaster & Stillman, 2005, p. 25). Unlike the Baby Boomers, the Xers did not inherit a booming economy, but rather one of economic downturn, when it was not uncommon to see their parents laid off from companies. Xers were also called “latchkey kids” because typically both parents worked, and they would come home to an empty

house and largely unsupervised. “As a result, Generation Xers are an extremely resourceful and independent generation who count on their peers and themselves to get things done and don’t hold out too many false hopes that any person or institution is going to swoop down and save them from reality” (Lancaster & Stillman, 2005, p. 26). Technology for the Xers consisted of computers, video games, the VCR, and the microwave. Some major events for this generation were the Watergate Scandal; the 1973 Oil Crisis; the AIDS epidemic; the Challenger Disaster; and the Fall of the Berlin Wall. Core values for this generation are diversity, being highly educated, and independent, and work-life balance.

The most recent generation is the Millennial Generation. Born between 1981 and 2010, this is truly the technological generation, when social media, the smartphone, and the computer became part of their daily lives. “They’re the first generation to grow up immersed in digital media. Two-thirds of them used computers before the age of five. They are connected 24/7 to friends, parents, information, and entertainment” (Zemke, et. al, 2013, p. 120). Unfortunately for this generation, they have witnessed several natural disasters and terrorist acts, such as Hurricane Katrina; the Tsunami in Southeast Asia; the Oklahoma City bombing; 9/11; and Columbine. Despite tragedies and economic recessions, Millennials embrace the core values of civic duty and diversity. Protection and safety are priorities for this generation, and “they worry about the future – not just locally, but globally – and engage in collective acts to improve the government, the political system, and the environment” (Ibid, 2013, p. 127).

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Implications of Generational Diversity and Graduate Education It is vital that graduate professionals recognize the value added of generational diversity. Wilson (2009) has expressed that “whatever the needs and differences of each generation are, companies best serve their workers when they take them into consideration when developing their policies, mission, and vision” (p. 50). Shaw (2013) has distilled sticking points where the needs and differences of each generation may collide, and they are as follows:

• Communication • Decision Making • Dress Code • Feedback • Fun at work • Knowledge transfer • Loyalty • Meetings • Policies • Respect • Work ethic

A better understanding of the differences between generations and potential areas for conflict would provide a new lens for graduate schools to utilize when considering how to modify established methods of recruitment, such as: websites, social media, brochures, faculty, peer students, graduate campus visitation programs, graduate fairs, and graduate virtual fairs. Recruitment is a delicate balance of both technology and human interaction. For example, to effectively recruit Millennials, social media and the website must play a critical role as well as more traditional methods to reach parents. Therefore any online recruitment presentations should have “leading edge

technology and graphics,” and because Millennials respect their parents’ opinion, opportunities for parents to participate in an orientation (Zemke, et. al, 2013). Potential graduate students may emerge from more than one generation; it is necessary to “check your marketing materials for appeal to the generations of applicants you are trying to reach" (Liotta, 2012, p. 113).

In order to maximize mentoring relationships for graduate students with generational diversity, consider the following expectations of mentoring relationships proposed by Chan (2010):

• The basis and purpose of the relationship is the guiding, advising, and supporting of the protégé’s growth;

• There is caring, mutual respect, trust, and regard in both parties;

• There is a transfer and sharing of information, tips, and expertise in the process of mentoring;

• The mentor helps the protégé learn and integrate into a new role or stage of personal, academic, or professional development (p. 1).

Knowledge and understanding of how all generations interact with respect to Shaw’s (2013) sticking points could greatly enhance the mentoring experience for both graduate students and faculty. Millennials value networking; a departure from a traditional mentoring system (experienced by Baby Boomers and Generation Xers) with only one primary mentor would be to establish mentoring networks. Network mentoring "encourages individuals to draw support from a diverse set or team of mentors. In essence, a network rather than an individual provides the

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functions associated with mentoring" (Zellers, Howard, Barci, 2008, p. 563).

One may wonder how generational diversity impacts how graduate training and professional development are offered. “The first requirement for the design and implementation of effective graduate training and development programs is an acknowledgement of generational differences” (Shaw & Fairhurst, 2008, p. 372). An example would be Generation X graduate student preferences for graduate and professional development opportunities. As illustrated earlier, those from the Generation X era are extremely independent. Therefore to meet their needs and expectations in graduate training and professional development would require resources ranging from a variety of media, such as books, computer programs, podcasts, and video in addition to face-to-face interaction (Zemkey, et. al, 2013). In addition, Legas & Sims (2011) posit that all generations could benefit from intergenerational learning, where generations learn both from each other and with each other, using the potential, knowledge, and experience of all of the generations.

Conclusion Graduate Schools have a unique opportunity to expose faculty, administrators, and graduate students to the benefits of recognizing and

understanding generational differences. “Every generation needs to be aware that its method of work may be different from others, but all groups will need to have a sense of tolerance, cooperation, and acceptance from others to ensure that companies continue to perform at an optimum level” (Wilson, 2009, p. 52). It is critical that all generations understand that one generation is not superior to another. In order to ensure that the Traditionalists, Baby Boomers, Generation X, and Millennials are able to work through their generational differences, Shaw (2013) recommends the following steps:

1. Acknowledge: Talk about generational differences. 2. Appreciate: Focus on the “why,” not the “what,” and the common needs. 3. Flex: Agree on how to accommodate different approaches. 4. Leverage: Maximize the strengths of each generation. 5. Resolve: Determine which option will yield the best results.

Generational diversity is not the only lens to view the problems associated with the recruitment, mentoring, and professional development of graduate students. It is a starting point for communication and understanding of the complexities associated with the graduate education process.

References Chan, A. (2010). Inspire, empower, connect:

Reading across cultural differences to make a real difference. Lanham, MD: Rowan & Littlefield Education.

Lancaster, L. C., & Stillman, D. (2005). When generations collide: Who they are. Why they clash. How to solve the generational puzzle

at work. New York, NY: HarperCollins Publisher, Inc.

Liotta, A. (2012). Unlocking generational codes. Publisher: Anna Liotta.

Legas, M., & Sims, C. (2011). Leveraging generational diversity in today’s workplace. Online Journal for Workforce Education and Development. 5(3), 1-9.

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Shaw, S., & Fairhurst, D. (2008). Engaging a new generation of graduates. Education + Training. 50(1), 366-378.

Shaw, H. (2013). Sticking points: How to get 4 generations working together in the 12 places they come apart. Carol Stream, IL: Tyndale House Publishers, Inc.

Smola, K. W. & Sutton, C. D. (2002). Generational differences: Revisiting generational work values for the new millennium. Journal of Organizational Behaviour. 23(4), 363-382.

Tolbize, A. (2008). Generational differences in the workplace. Research and Training Center on Community Living. 1-21. http://rtc.umn.edu/docs/2_18_Gen_diff_workplace.pdf

Wilson, L. (2009). Generations at work: the problems, power, and promise

explored. American Water Works Association, 101(5), 46-54.

Wood, S. (2005). Spanning the generation gap in the workplace. American Water Works Association, 97(5), 86-87, 89.

Yang, S.M., & Guy, M.E. (2006). Gen xers versus boomers: work motivators and management implications. Public Performance & Management Review. 29, 267-284.

Zellers, D. F., Howard, V.M., & Baric, M.A. (2008). Faculty mentoring programs: reenvisioning rather than reinventing the wheel. Review of Educational Research. 78(3), 522-588.

Zemke, R., Raines, C., & Filipczak, B. (2013). Generations at work: Managing the clash of boomers, gen xers, and gen yers in the workplace. New York: AMACOM.

CGS New Deans and Titles

• Cheryl Addy is the Vice Provost and

Dean of the Graduate School at the University of South Carolina.

• Robert Arquette is the Interim Dean of the Graduate School at Lourdes University.

• Sharon Barrios is the Interim Dean, Graduate Studies at California State University, Chico.

• Christine Broadbridge is the Dean of Graduate Studies, Research, and Innovation at Southern Connecticut State University.

New Members Regular Members:

• California State University, Chico (returning) • Columbia College Chicago • Oregon Health and Science University • University of Southern Maine (returning)

International:

• Royal Melbourne Institute of Technology University • Utrecht University

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• J. Steven Brown is the Vice Provost and Dean of Graduate Studies at the Catholic University of America.

• Amanda Bryant-Friedrich is the Dean, College of Graduate Studies at the University of Toledo.

• Andrew Campbell is the Dean of the Graduate School at Brown University.

• Susan Carvalho is the Associate Provost and Dean of the Graduate School at the University of Alabama.

• Jeffrey Casello is the Associate Provost, Graduate Studies and Postdoctoral Affairs at the University of Waterloo.

• Eric Chasalow is the Dean, Graduate School of Arts and Sciences at Brandeis University.

• Colmore Christian is the Interim Associate Provost for Academic Affairs and Dean of the Graduate School at Alabama A&M University.

• Joy Connolly is the Provost and Senior Vice President at City University of New York Graduate Center.

• David Cotter is the Assistant Provost for Graduate Enrollment Management at Boston University.

• Twyla Cummings is the Dean of Graduate Education at Rochester Institute of Technology.

• Alonzo DeCarlo is the Associate Vice Chancellor, Academic Affairs and Interim Director of Graduate Education at Elizabeth City State University.

• Joseph Dreisbach is the Interim Provost/Senior Vice President of Academic Affairs at the University of Scranton.

• Steve Elliott is the Vice President for Academic Affairs at Wayne State College.

• Joy Fehr is the Provost at La Sierra University.

• Vickie Gentry is the Chief Academic Officer and Dean, Graduate School at Northwestern State University of Louisiana.

• Andres Gil is the Vice President, Research and Economic Development and Dean, University Graduate School at Florida International University.

• Mark Hawkes is the Interim Dean for Graduate Studies and Research at Dakota State University.

• Kenneth Hendrickson is the Dean of Graduate Studies at Sam Houston State University.

• Patricia Henry is the Associate Dean, Graduate School at Northcentral University.

• Thomas Hernandez is the Interim Dean of the Graduate School at the College at Brockport, State University of New York.

• Mary Hoffman is the Interim Associate Vice Chancellor and Interim Dean, Graduate Studies at the University of Wisconsin-Eau Claire.

• Dorota Huizinga is the Dean of Graduate Studies and Research at California State University, Dominguez Hills.

• Elizabeth Klonoff is the Vice President for Research and Dean of Graduate Studies at the University of Central Florida.

• Arthur Kramer is the Senior Vice Provost for Research and Graduate Education at Northeastern University.

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• Marty Krauss is the Interim Dean, Heller School for Social Policy and Management at Brandeis University.

• Warren Lail is the Interim Dean of Graduate Studies at New Mexico Highlands University.

• Scott Latham is the Vice Provost for Innovation and Workforce Development at the University of Massachusetts Lowell.

• Jian Lu is the Vice-President (Research and Technology) and Dean of Graduate Studies, Chow Yei Ching School of Graduate Studies at the City University of Hong Kong.

• Forrest Maltzman is the Provost and Executive Vice President for Academic Affairs at George Washington University.

• Linda Matheson is the Dean, School of Nursing and Health Professions at Marian University.

• George McConnell is the Director of Graduate Programs at Bemidji State University.

• Brian McGee is the Graduate Dean, Provost and Executive Vice President for Academic Affairs at College of Charleston.

• Kevin Miller is the Interim Dean of the Graduate School at SUNY Buffalo State.

• Jeanette Mladenovic is the Executive Vice President and Provost at Oregon Health and Science University.

• Todd Mondor is the Acting Vice-Provost (Graduate Education) and Dean of Graduate Studies at the University of Manitoba.

• Pamella Oliver is the Interim Associate Vice President, Academic

Programs at California State University, Fullerton.

• John Pearson is the Provost and Senior Vice President for Academic Affairs at Point Park University.

• Guillermo Prado is the Dean of the Graduate School at the University of Miami.

• Latha Ramakrishnan is the Interim Associate Provost for Research and Dean of Graduate Education at St. Cloud State University.

• Constantin Rasinariu is the Dean of Graduate Studies at Columbia College Chicago.

• Ann Schmiesing is the Interim Dean, Graduate School at the University of Colorado at Boulder.

• Lynette Sharp Penya is the Assistant Provost for Graduate Programs at Abilene Christian University.

• Stuart Sidle is the Associate Provost for Strategic Initiatives and Program Execution at the University of New Haven.

• Joan Simon is the Interim Graduate Dean at the University of Central Arkansas.

• Christopher Spilling is the Interim Vice Provost for Graduate Studies and Research and Dean of the Graduate School at the University of Missouri-St. Louis.

• John Stone is the Dean of the School of Graduate Studies and Continuing Education at the University of Wisconsin - Whitewater.

• Aimée Surprenant is the Dean, School of Graduate Studies at Memorial University.

• Mihaela Tanasescu is the Vice President for Academic Affairs and

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Accreditation Liaison Officer at Ashford University.

• Dixie Thompson is the Vice Provost and Dean of the Graduate School at the University of Tennessee, Knoxville.

• Claudia Tomany is the Dean of the College of Graduate and Interdisciplinary Studies at North Dakota State University.

• Tammi Vacha-Haase is the Dean of the Graduate College at Boise State University.

• Marijk van der Wende is the Dean of Graduate Studies at Utrecht University.

• Mark Wallace is the Dean of the Graduate School at Vanderbilt University.

• Robert Winn is the Interim Assistant Provost Graduate Education and Research at Northern Michigan University.

• Robert Wood is the Associate Provost, Academic Affairs at Saint Louis University.

• Lucien Yates III is the Dean, Graduate Studies and Research at Tennessee State University.