PhD Attainment of Graduates of Selective Private Academic Institutions

[Excerpt] It is therefore important to understand the forces that have caused a decline in the PhD attainment rate of American college graduates. The fraction of bachelor\u27s recipients who go on to receive PhDs nationwide is influenced by many factors, including high school graduation rates, college enrollment rates of high school graduates, college graduation rates for college enrollees, the distribution of undergraduate majors, and the academic backgrounds of college students. PhD attainment also depends upon changes in the economic rewards to pursuing PhD study relative to entering the workforce or pursuing study for other professional occupations, such as law, medicine, and business. In this article we focus on a homogeneous set of thirty-one highly selective private colleges and universities. The academic aptitudes and preparations of students attending these institutions are among the highest in the nation, and historically students from these institutions have been much more likely to go on to PhD study than the average college graduate nationwide; therefore, the behavior of students from these institutions is of special interest

Declining PhD Attainment of Graduates of Selective Private Academic Institutions

[Excerpt] On average, the typical American citizen who received a PhD during the last 40 years did so approximately 9 years after she received her bachelor’s degree. Thus, if we divide the number of American citizens receiving PhDs in a year by the number of American citizens receiving bachelor’s degrees 9 years earlier, we obtain an estimate of the fraction of American citizen college graduates in the earlier year who ultimately receive PhDs. This fraction rose from .042 for 1954 bachelor’s recipients (1963 PhDs) to about .07 for 1962 bachelor’s recipients (1971 PhDs). The fraction then plummeted over the next decade falling to .026 for 1973 bachelor’s recipients (1982 PhDs) and has been relatively stable, fluctuating between .025 and .028, since then. Of course changes in the probability that bachelor’s recipients go on to receive PhDs nationwide are influenced by many changing demographic trends including changes in high school graduation rates, changes in college enrollment rates of high school graduates, changes in college graduation rates for college enrollees, changes in the distribution of undergraduate majors, and changes in the academic backgrounds of college students. In this paper we focus on a more homogenous set of 31 highly selective private colleges and universities. The academic aptitudes and preparations of students attending these institutions are among the highest in the nation and make this group’s students’ behavior of special interest

The Graduate Education Initiative: Description and Preliminary Findings

[Excerpt] In1991 the Andrew W. Mellon Foundation launched the Graduate Education Initiative (hereafter GEI) to improve the structure and organization of PhD programs in the humanities and social sciences. Such changes were seen as necessary to combat high rates of student attrition and long times-to-degree in these programs. While attrition and time-to-degree were deemed to be important in and of themselves, and of great significance to degree seekers, they were also seen more broadly as indicators of the effectiveness of graduate programs. Several characteristics of doctoral programs were earmarked as contributing to high attrition and long degree time, including: unclear expectations, a proliferation of courses, elaborate and sometimes conflicting requirements, intermittent supervision, epistemological disagreements on fundamentals and not least, inadequate funding. Projections that faculty shortages would occur in the late 1990s in the humanities made the goals of reducing student attrition and time-to-degree particularly timely if an adequate number of PhDs were to be available. This was far from the first such effort to reduce times-to degree-and rates of attrition. Earlier programs, which provided grants in aid to individual students or to graduate schools to distribute as they saw fit, had failed conspicuously. Based on data which showed that there were marked differences among departments and on a great deal of experience on the ground, the architects of the GEI determined that to improve graduate education would require departments to make changes in their PhD programs. As such, the Foundation shifted much of its support for doctoral education, which had previously gone directly to students, to block grants that would be awarded to departments within major universities

Inside the Black Box of Doctoral Education: What Program Characteristics Influence Doctoral Students’ Attrition and Graduation Probabilities?

[Excerpt] In this paper, we go inside the “black box” of graduate education to investigate what characteristics of graduate programs in the humanities and related social sciences actually influence PhD students’ attrition and graduation probabilities. We make use of data from the Graduate Education Survey; a retrospective survey of all graduate students who entered PhD programs in the treatment and control departments during the 1982-1997 period that was conducted by Mathematica Policy Research Inc. for the Mellon Foundation. After briefly describing the survey in the next section, section III outlines our methodological approach. Section IV presents our empirical findings and brief concluding remarks appear in section V. While our focus is on evaluating the effects of the GEI, we believe the methodological approach that we use can be profitably employed in a wide range of program evaluation studies

Use of the NESS Handmaster to restore handfunction in tetraplegia: clinical experiences in ten patients

Objective: To explore possible functional effects of the Handmaster in tetraplegia and to determine suitable patients for the system. \ud \ud Patients: Patients with a cervical spinal cord injury between C4 and C6, motor group 0-3. Important selection criteria were a stable clinical situation and the absence of other medical problems and complications. \ud \ud Design: Ten patients were consecutively selected from the in- and outpatient department of a large rehabilitation hospital in The Netherlands. Each patient was fitted with a Handmaster by a qualified therapist and underwent muscle strength and functional training for at least 2 months. \ud \ud Methods: Functional evaluation comprised the performance of a defined set of tasks and at least one additional task as selected by patients themselves. Tasks were performed both with and without the Handmaster. Finally, patients were asked for their opinion on Handmaster use as well as their willingness to future use. \ud \ud Results: In six patients a stimulated grasp and release with either one or both grasp modes (key- and palmar pinch) of the Handmaster was possible. Four patients could perform the set of tasks using the Handmaster, while they were not able to do so without the Handmaster. Eventually, one patient continued using the Handmaster during ADL at home. \ud \ud Conclusion: The Handmaster has a functional benefit in a limited group of patients with a C5 SCI motor group 0 and 1. Suitable patients should have sufficient shoulder and biceps function combined with absent or weak wrist extensors. Though functional use was the main reason for using the Handmaster, this case series showed that therapeutic use can also be considered. \ud \u

Comparison of immunofluorescence and enzyme-linked immunosorbent assays for the serology of hantavirus infections.

Three enzyme-linked immunosorbent assay (ELISA) systems based upon different principles were developed for the serology of Hantaan virus infections and compared with an indirect immunofluorescence assay (IFA). The indirect IFA was carried out with gamma-irradiated Hantaan virus-infected and uninfected Vero E6 cells fixed with ethanol (-70 degrees C) or acetone (20 degrees C) on drop slides and a FITC-coupled sheep anti-human Ig preparation. Atypical staining in the IFA was avoided by using ethanol (-70 degrees C) instead of acetone (20 degrees C) fixation. In the first ELISA ('cell-assay'), Hantaan virus-infected or uninfected Vero E6 cells were used as antigens, which after gamma-irradiation were seeded into microtiter ELISA strips. Serial dilutions of human sera were incubated and specific antibodies were demonstrated with a horseradish peroxidase (HRPO)-conjugated sheep anti-human Ig preparation. In the second ELISA ('competition-assay') an affinity-purified human Ig preparation was used as a capture antibody for Hantaan virus antigen. After incubation of serial dilutions of human sera with this coat, the reactivity of the affinity purified anti-Hantaan virus Ig coupled to HRPO was determined. In the third ELISA ('complex trapping blocking [CTB]-assay') the same capture antibody was used to react with a mixture of the antigen and serial dilutions of human sera. The reactivity with the same HRPO conjugate was then determined. The results obtained in the respective assay systems with sera from people at risk or suspected of Hantaan virus infection coincided well. The CTB-ELISA proved to be faster and more sensitive than both the other ELISA systems, without giving more non-specific reactions: it detected almost all the IFA positive samples.(ABSTRACT TRUNCATED AT 250 WORDS

Program Design and Student Outcomes in Graduate Education

Doctoral programs in the humanities and related social sciences are characterized by high attrition and long time-to-degree. In response to these long-standing problems, the Andrew W. Mellon Foundation launched the Graduate Education Initiative (GEI) to improve the structure and organization of PhD programs, and in turn reduce attrition and shorten time-to-degree. Over a 10-year period starting in 1991, the Foundation provided a total of $80 million to 51 departments at 10 major research universities. This paper estimates the impact of the GEI on attrition rates and time-to-degree. Our analysis is based on a competing-risk duration model and student-level data spanning the start of the GEI, including data on students at a set of control departments. We estimate that, on average, the GEI had modest impacts on student outcomes in the expected directions: reducing attrition rates, reducing time-to-degree, and increasing completion rates. The overall impacts of the GEI appear to have been driven in part by reductions in cohort size, increases in financial aid, and increases in student quality