The Graduate School Annual Report

Significant Activities in the School during 2008-2009


In 2008-09, 2362 applied (up from 2162 in 07-08) and 1164 were admitted (up from 1124). 


Our Fall 2008 headcount was 1801 (up from 1686 in 07-08). 

08-09 FTE generation for Grad 1 & 2 was 1020.33 (98.7% of target; up from 968.63 in 07-08). 


We saw approved a new stand-alone MS in Mental Health Counseling. 

We started a new GlobalMBA concentration: the Ibero-American GlobalMBA. 

The electronic referral system was launched in the late spring. 

Extensive program profiles were developed for each program; they are on the GS website now. 

By mid-summer, program brochures will be published for each program that does not already have a program-specific brochure. 


We increased the funding for the Graduate Scholars Program from $14,000 to $18,000. 

The first university-wide Doctoral Research Symposium will be held on June 6, 2009. 


The GS commissioned two community surveys, one to alumni and one to regional businesses (including health and education); we will use the results of these surveys as we develop plans for proposing new degree programs.


We have an extremely competent and hard-working staff; they won this year's Quality Customer Service award, and our office manager, Tyran Lance, won this year's Outstanding Achievement Award as well as winning, earlier this year, a "Spot" award.


Diversity went down slightly, from 20.29% in 07-08 to 19.58% in 08-09. 

781 of our 1164 admitted applicants enrolled; this was down from 801 in 2007-08. 

Ideally our receptionist and applications processing positions would convert from OPS to full-time.


Despite the current fiscal climate, the Graduate School is still technically in a growth period; we have many ideas for new degree programs to propose. 

As our application numbers advance, we can, at a time of limited enrollment growth, drive up the quality of the graduate student profile.


Diminished funds for marketing may have some recruitment implications. 


Economic trends may lead to a reduction in those seeking to pursue advancing education; some economic hardship leads to more; added economic hardship may drive in the opposite direction.