National Academies Press: OpenBook
« Previous: Appendix C: Participating Institutions
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 131
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 132
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 133
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 134
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 135
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 136
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 137
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 138
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 139
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 140
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 141
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 142
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 143
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 144
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 145
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 146
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 147
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 148
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 149
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 150
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 151
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 152
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 153
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 154
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 155
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 156
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 157
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 158
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 159
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 160
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 161
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 162
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 163
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 164
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 165
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 166
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 167
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 168
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 169
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 170
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 171
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 172
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 173
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 174
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 175
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 176
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 177
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 178
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 179
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 180
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 181
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 182
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 183
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 184
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 185
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 186
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 187
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 188
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 189
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 190
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 191
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 192
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 193
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 194
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 195
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 196
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 197
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 198
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 199
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 200
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 201
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 202
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 203
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 204
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 205
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 206
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 207
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 208
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 209
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 210
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 211
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 212
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 213
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 214
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 215
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 216
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 217
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 218
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 219
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 220
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 221
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 222
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 223
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 224
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 225
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 226
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 227
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 228
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 229
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 230
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 231
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 232
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 233
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 234
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 235
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 236
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 237
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 238
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 239
Suggested Citation:"Appendix D: Questionnaires." National Research Council. 2011. A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD). Washington, DC: The National Academies Press. doi: 10.17226/12994.
×
Page 240

Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

APPENDIX D Questionnaires National Research Council Assessment of Research Doctorate Programs 2006 Institutional Questionnaire Every 10 or so years, the National Research Council conducts a study of national importance regarding the quality and characteristics of doctoral programs in the United States. This comparative assessment is designed to assist prospective doctoral students with selecting programs that best fit their interests and to permit programs to benchmark themselves against similar programs. The 2006 Assessment of Research Doctorate Programs collects data about the doctoral programs in over 60 areas of study in American universities. This Institutional Questionnaire is designed to collect data about institution-wide policies and practices. A. Health Benefits and Services A1. Is university-supported health care insurance part of the financial support provided to enrolled doctoral students? Yes No If no, skip to question A3 A2. Does the university-supported health insurance for doctoral students cover mental health services? Yes No NOTE: For questions that follow about postdoctoral scholars, please use this definition of a postdoctoral scholar developed by the Association of American Universities: • The appointee was recently awarded a Ph.D. or equivalent doctorate (e.g., Sc.D., M.D.) in an appropriate field; and • the appointment is temporary; and • the appointment involves substantially full-time research or scholarship; and • the appointment is viewed as preparatory for a full-time academic and/or research career; and 131

132 APPENDIX D • the appointment is not part of a clinical training program; and • the appointee works under the supervision of a senior scholar or a department in a university or similar research institution (e.g., national laboratory, NIH, etc.); and • the appointee has the freedom, and is expected, to publish the results of his or her research or scholarship during the period of the appointment. (See: http://www.aau.edu/reports/PostDocRpt.html. Accessed 6/27/06) A3. Is university-supported health care insurance part of the financial support provided to postdoctoral scholars? Yes No If no, skip to question B1 A4. Does the university-supported health insurance for postdoctoral scholars cover mental health services? Yes No B. Collective Bargaining B1. Is there a collective bargaining agreement for teaching assistants on your campus? Yes No If no, skip to question B2 B1a. Does the collective bargaining agreement for teaching assistants cover: Some teaching assistants All teaching assistants B2. Is there a collective bargaining agreement for research assistants on your campus? Yes No If no, skip to Question C1 B2a. Does the collective bargaining agreement for research assistants cover: Some research assistants All research assistants

APPENDIX D 133 C. New Ph.D. Programs C1 . What new Ph.D. programs have been added to the university since 1995? Please list all programs added since 1995, even if not included in this study

134 APPENDIX D D. Research Location D1. Please list all of the zip code(s) that your institution or faculty members use when submitting proposals to potential sponsors. a. b. c. d. [Note: The web version of the questionnaire will allow the respondent to add as many zip codes as needed.] E. Academic Year E1. How is an academic year defined at this institution? From July 1st to June 30th Other, please specify:_______________________________ F. Doctoral Student Representation in 5 Selected Fields This section collects outcomes by race/ethnicity on the full-time doctoral students who are U.S. citizens or permanent residents in each of five broad fields 1) Life Sciences, 2) Physical Sciences and Mathematics, 3) Engineering, 4) Social and Behavioral Sciences, and 5) Arts and Humanities. • If the numbers in these tables are too small to release for reasons of confidentiality, please provide the raw data to the NRC and we will aggregate over cohorts so that the size of any cell is always greater than or equal to 5. • For purposes of this question only, "Physical Sciences, Mathematics, and Engineering" in the taxonomy have been disaggregated into two separate broad fields: "Physical Sciences and Mathematics" and "Engineering." • Do not include Emerging Fields unless they are also included as part of a program in an established field within the taxonomy • Include doctoral students enrolled in your doctoral programs, whether or not they have been admitted to candidacy. • Do not include doctoral students who have declared that they only intend to earn a master's degree.

APPENDIX D 135 • Doctoral students who "left the program" are those who are no longer enrolled at this time. • Doctoral students who "stopped out" (left but later enrolled again) should not be counted as students who left if they are currently enrolled or completed the doctoral degree. Native Americans/Alaska Natives in the Life Sciences F1a. Please record the number of Native American/Alaskan Natives who entered the Life Sciences programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F1b. Of the Native American/Alaska Natives admitted to candidacy in the Life Sciences, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003

136 APPENDIX D 2003- 2004 2004- 2005 2005- 2006 Non-Hispanic Blacks in the Life Sciences F2a. Please record the number of Non-Hispanic Blacks who entered the Life Sciences programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F2b. Of the Non-Hispanic Blacks admitted to candidacy in the Life Sciences, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002-

APPENDIX D 137 2003 2003- 2004 2004- 2005 2005- 2006 Non-Hispanic Whites in the Life Sciences F3a. Please record the number of Non-Hispanic Whites who entered the Life Sciences programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F3b. Of the Non-Hispanic Whites admitted to candidacy in the Life Sciences, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002

138 APPENDIX D 2002- 2003 2003- 2004 2004- 2005 2005- 2006 Hispanics in the Life Sciences F4a. Please record the number of Hispanics who entered the Life Sciences programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F4b. Of the Hispanics admitted to candidacy in the Life Sciences, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001-

APPENDIX D 139 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 Asians and Pacific Islanders in the Life Sciences F5a. Please record the number of Asians and Pacific Islanders who entered the Life Sciences programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006

140 APPENDIX D F5b. Of the Asians and Pacific Islanders admitted to candidacy in the Life Sciences, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 Native Americans/Alaska Natives in the Physical Sciences and Mathematics F6a. Please record the number of Native Americans and Alaska Natives who entered the Physical Sciences and Mathematics programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005

APPENDIX D 141 2005-2006 F6b. Of the Native Americans and Alaskan Natives admitted to candidacy in the Physical Sciences and Mathematics, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. 3 Number still years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 Non-Hispanic Blacks in the Physical Sciences and Mathematics F7a. Please record the number of Non-Hispanic Blacks who entered the Physical Sciences and Mathematics programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004

142 APPENDIX D 2004-2005 2005-2006 F7b. Of the Non-Hispanic Blacks admitted to candidacy in the Physical Sciences and Mathematics, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 Non-Hispanic Whites in the Physical Sciences and Mathematics F8a. Please record the number of Non-Hispanic Whites who entered the Physical Sciences and Mathematics programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003

APPENDIX D 143 2003-2004 2004-2005 2005-2006 F8b. Of the Non-Hispanic Whites admitted to candidacy in the Physical Sciences and Mathematics, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006

144 APPENDIX D Hispanics in the Physical Sciences and Mathematics F9a. Please record the number of Hispanics who entered the Physical Sciences and Mathematics programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F9b. Of the Hispanics admitted to candidacy in the Physical Sciences and Mathematics, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006

APPENDIX D 145 Asians and Pacific Islanders in the Physical Sciences and Mathematics F10a. Please record the number of Asians and Pacific Islanders who entered the Physical Sciences and Mathematics programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F10b. Of the Asians and Pacific Islanders admitted to candidacy in the Physical Sciences and Mathematics, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005-

146 APPENDIX D 2006 Native Americans and Alaska Natives in Engineering F11. Please record the number of Native Americans and Alaska Natives who entered the Engineering programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F11b. Of the Native Americans and Alaskan Natives admitted to candidacy in Engineering, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005

APPENDIX D 147 2005- 2006 Non-Hispanic Blacks in Engineering F12a. Please record the number of Non-Hispanic Blacks who entered the Engineering programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F12b. Of the Non-Hispanic Blacks admitted to candidacy in Engineering, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005

148 APPENDIX D 2005- 2006 Non-Hispanic Whites in Engineering F13a. Please record the number of Non-Hispanic Whites who entered the Engineering programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F13b. Of the Non-Hispanic Whites admitted to candidacy in Engineering, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004-

APPENDIX D 149 2005 2005- 2006 Hispanics in Engineering F14a. Please record the number of Hispanics who entered the Engineering programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F14b. Of the Hispanics admitted to candidacy in Engineering, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004

150 APPENDIX D 2004- 2005 2005- 2006 Asians and Pacific Islanders in Engineering F15a. Please record the number of Asians and Pacific Islanders who entered the Engineering programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F15b. Of the Asians and Pacific Islanders admitted to candidacy in Engineering, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003-

APPENDIX D 151 2004 2004- 2005 2005- 2006 Native Americans/Alaska Natives in the Social Sciences F16a. Please record the number of Native American/Alaska Natives who entered the Social Sciences programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F16b. Of the Native American/Alaskan Natives admitted to candidacy in the Social Sciences, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003

152 APPENDIX D 2003- 2004 2004- 2005 2005- 2006 Non-Hispanic Blacks in the Social Sciences F17a. Please record the number of Non-Hispanic Blacks who entered the Social Sciences programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F17b. Of the Non-Hispanic Blacks admitted to candidacy in the Social Sciences, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002-

APPENDIX D 153 2003 2003- 2004 2004- 2005 2005- 2006 Non-Hispanic Whites in the Social Sciences F18a. Please record the number of Non-Hispanic Whites who entered the Social Sciences programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 F18b. Of the Non-Hispanic Whites admitted to candidacy in the Social Sciences, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002

154 APPENDIX D 2002- 2003 2003- 2004 2004- 2005 2005- 2006 Hispanics in the Social Sciences F19a. Please record the number of Hispanics who entered the Social Sciences programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006

APPENDIX D 155 F19b. Of the Hispanics admitted to candidacy in the Social Sciences, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 Asians and Pacific Islanders in the Social Sciences F20a. Please record the number of Asians and Pacific Islanders who entered the Social Sciences programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006

156 APPENDIX D F20b. Of the Asians and Pacific Islanders admitted to candidacy in the Social Sciences, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 Native Americans/Alaska Natives in the Arts and Humanities F21a. Please record the number of Native American/Alaska Natives who entered the Arts and Humanities programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005

APPENDIX D 157 2005-2006 F21b. Of the Native American/Alaskan Natives admitted to candidacy in the Arts and Humanities, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 Non-Hispanic Blacks in the Arts and Humanities F22a. Please record the number of Non-Hispanic Blacks who entered the Arts and Humanities programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004

158 APPENDIX D 2004-2005 2005-2006 F22b. Of the Non-Hispanic Blacks admitted to candidacy in the Arts and Humanities, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 Non-Hispanic Whites in the Arts and Humanities F23a. Please record the number of Non-Hispanic Whites who entered the Arts and Humanities programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003

APPENDIX D 159 2003-2004 2004-2005 2005-2006 F23b. Of the Non-Hispanic Whites admitted to candidacy in the Arts and Humanities, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 Hispanics in the Arts and Humanities F24a. Please record the number of Hispanics who entered the Arts and Humanities programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002

160 APPENDIX D 2002-2003 2003-2004 2004-2005 2005-2006 F24b. Of the Hispanics admitted to candidacy in the Arts and Humanities, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006

APPENDIX D 161 Asians and Pacific Islanders in the Arts and Humanities F25a. Please record the number of Asians and Pacific Islanders who entered the Arts and Humanities programs included in this study between 1996 and 2005. Number of Number of students Number of Number of entering doctoral who left the students who students students program without a left the program admitted to If none: enter master’s or after receiving a doctoral zero doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006

162 APPENDIX D F25b. Of the Asians and Pacific Islanders admitted to candidacy in the Arts and Humanities, record the number of students from each cohort listed below who completed degrees within the given number of years after enrolling. Number still 3 years 4 5 6 7 8 9 10 enrolled after or less years years years years years years years 10 years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006

APPENDIX D 163 National Research Council 2006 Assessment of Research Doctorate Programs Program Questionnaire Every ten or so years, the National Research Council conducts a study of national importance regarding the quality and characteristics of doctoral programs in the United States. This comparative assessment is designed to assist prospective doctoral students with selecting programs that best fit their interests and to permit programs to benchmark themselves against similar programs. The 2006 Assessment of Research Doctorate Programs collects data about the doctoral programs in over 60 areas of study in American universities. The information from your responses to this questionnaire will be compiled by Mathematica Policy Research and provided to the National Research Council for their analyses. The National Research Council staff who analyze the data will sign non-disclosure confidentiality agreements to protect the identity of individuals participating in this survey. Any information, including race/ethnicity and gender, that is not currently available to the public, will be treated as confidential and only reported in aggregated form so that it cannot be used to discern the identity of any survey participant in any report or presentation concerning the survey or in the public use file that will be made available to the public at the conclusion of this study.

164 APPENDIX D Your institution has identified your program in: ____(Name of program that was identified by the institution)_____________ as an area of doctoral study that corresponds to the following field in the NRC taxonomy: ____(Name of field in the NRC taxonomy)____________________________ 1) Your program was selected because it satisfies at least three of the following four criteria for a doctoral program: 1. Enrolls doctoral students 2. Has a designated faculty 3. Develops a curriculum for doctoral study 4. Makes recommendations for the award of degrees. In addition, the program must have awarded 5 Ph.D.s during the period 2001/2 to 2005/6. a. I believe my program may be ineligible (go to IN1) 2) The following other program(s) at your institution will also be part of the study in the field of_(Name of field in the NRC taxonomy): ____(Name of program that was identified by the institution)_____________ ____(Name of program that was identified by the institution)_____________ etc. 3) If other doctoral degree-granting programs in this field exist at your institution (see above), data and faculty lists for those programs will be provided to the NRC separately. Consequently, please do not include faculty members in those programs here, unless they actively participate in your program.

APPENDIX D 165 Part A. Program Fields and Research Specialties In this section of the questionnaire, we collect information on the fields your program is associated with and the research specialties of your faculty. *A0. Please enter the website address (URL) for this program. (e.g. www.myuniversity.edu/my program) ___________________________________________________________ A1. Is this program interdisciplinary in nature, drawing significantly on knowledge and techniques in two or more fields? Yes No If not an engineering field, skip to Part B A2. Although students accepted into this program may specialize in areas within engineering, does this program confer. . . A general (or nonspecific) doctoral degree in engineering A doctorate in a specific engineering field such as mechanical engineering or biomedical engineering Part B. Program Faculty Some institutions may find submitting this information easier in a spreadsheet format. If you would prefer using the Excel spreadsheet available from Mathematica, click on “Will use spreadsheet” below. You will be skipped to the next section in the questionnaire. Please submit the spreadsheet to Mathematica at your earliest convenience. • SPREADSHEETS WILL NOT BE ACCEPTED AFTER CLOSE OF BUSINESS DECEMBER 15, 2006. Will use spreadsheet Continue to the faculty section of the web survey

166 APPENDIX D In this section, we ask you to provide information about your faculty in three categories—core, new, and associated. B1. Core Faculty. Please complete the table below with the names of faculty members who: 1) have served as a chair or member of a program dissertation committee in the past 5 academic years (2001-2002 through 2005-2006), OR 2) are serving as a member of the graduate admissions or curriculum committee The faculty member must be currently (2006-2007) and formally designated as faculty in the program, and not be an outside reader who reads the dissertation but does not contribute substantially to its development. Include emeritus faculty only if the faculty member has, within the past three years, either chaired a dissertation committee or been the primary instructor for a regular PhD course. Information Collected Answer Options Name: *First : Middle Initial: *Last : Fields of Specialization: Primary : Secondary: Faculty Rank: Professor Associate Professor Assistant Professor Emeritus Other, specify Tenure status: Tenured Nontenured, tenure-track Nontenured, non tenure-track Highest degree: Doctorate (e.g. PhD DSc EdD etc.) Other professional degree (e.g. JD LLB MD DDS DVM etc.) Master’s degree (e.g. MS MA MBA) Other (specify) Number of Dissertation Committees: *Chaired in this Program in the last five years (acted on as primary dissertation advisor) *Served on in this Program in the Last Five Years (include Committees Served on as a member or chair)

APPENDIX D 167 Gender: Male Female Citizenship: U.S. Citizen Permanent Resident Temporary Visa Holder Unknown Race/Ethnicity: White, Non-Hispanic Black, Non-Hispanic Hispanic Asian or Pacific Islander American Indian or Alaska Native Race/Ethnicity Unknown University Address: *Line 1: Line 2: *City *State *Zip Code *Telephone *Email *=Required fields

168 APPENDIX D B2. New Faculty. Please complete the table below with the names of faculty members not listed as core in the previous questions who: 1) do not meet the criteria for core faculty, but who have been hired in tenured or tenure- track positions within the past three academic years (2003-2004 through 2005-2006) AND 2) are currently employed at your university and are expected to become involved in doctoral education in your program. Information Collected Answer Options Name: *First : Middle Initial: *Last : Fields of Specialization: Primary : Secondary: Faculty Rank: Professor Associate Professor Assistant Professor Emeritus Other, specify Tenure status: Tenured Nontenured, tenure-track Nontenured, non tenure-track Highest degree: Doctorate (e.g. PhD DSc EdD etc.) Other professional degree (e.g. JD LLB MD DDS DVM etc.) Master’s degree (e.g. MS MA MBA) Other (specify) Gender: Male Female Citizenship: U.S. Citizen Permanent Resident Temporary Visa Holder Unknown Race/Ethnicity: White, Non-Hispanic Black, Non-Hispanic Hispanic Asian or Pacific Islander American Indian or Alaska Native Race/Ethnicity Unknown

APPENDIX D 169 University Address: *Line 1: Line 2: *City *State *Zip Code *Telephone *Email *=Required fields

170 APPENDIX D B3. Associated Faculty. Please complete the table below with the names of faculty members who: 1) have chaired or served on program dissertation committees in the past five years (2001 2002 through 2005-2006), AND 2) have a current (2006-2007) appointment at your institution, but who are not designated faculty in the program. They should not be outside readers, or faculty currently employed at other universities, unless they are on leave from the faculty at your institution. Include emeritus faculty only if the faculty member has, within the past three years, either chaired a dissertation committee or been the primary instructor for a regular PhD course. Information Collected Answer Options Name: *First : Middle Initial: *Last : Fields of Specialization: Primary : Secondary: Faculty Rank: Professor Associate Professor Assistant Professor Emeritus Other, specify Tenure status: Tenured Nontenured, tenure-track Nontenured, non tenure-track Highest degree: Doctorate (e.g. PhD DSc EdD etc.) Other professional degree (e.g. JD LLB MD DDS DVM etc.) Master’s degree (e.g. MS MA MBA) Other (specify) Number of Dissertation Committees: *Chaired in this Program in the last five years (acted on as primary dissertation advisor) *Served on in this Program in the Last Five Years (include Committees Served on as a member or chair) Gender: Male Female Citizenship: U.S. Citizen

APPENDIX D 171 Permanent Resident Temporary Visa Holder Unknown Race/Ethnicity: White, Non-Hispanic Black, Non-Hispanic Hispanic Asian or Pacific Islander American Indian or Alaska Native Race/Ethnicity Unknown *=Required fields

172 APPENDIX D B5. The next question(s) collect aggregate information on faculty diversity. The total number of core and new faculty for this program was provided by this institution. How many of the approximately [number of faculty from spreadsheet] core and new faculty members in this program are . . . If none, enter as 0 Male Female B6. The next question(s) collect aggregate information on faculty diversity. The total number of core and new faculty for this program was provided by this institution. How many of the approximately [number of faculty from spreadsheet] core and new faculty members in this program are . . . . If none, enter zero U.S. Citizens: Permanent Residents: Temporary Visa Holders: Citizenship Unknown: *B7. The next question(s) collect aggregate information on faculty diversity. The total number of core and new faculty for this program was provided by this institution. Of the core and new faculty members in the program who are U.S. citizens or permanent residents, how many are: If none, enter zero White, Non-Hispanic: Black, Non-Hispanic: Hispanic: Asian or Pacific Islander: American Indian or Alaska Native: Race/Ethnicity Unknown: [Program will check to make sure the total of responses to this question equals the numbers entered for U.S. citizens and permanent residents in B6.]

APPENDIX D 173 B8. Is the dissertation committee chair typically the primary advisor of doctoral students in your program? Yes No Part C. Doctoral Program: Enrollment and Degree Completion In this section, we ask for information about your program’s doctoral students and degree recipients, including demographic information, enrollments, and degrees awarded. *C1. For each academic year listed below, please indicate the number of doctoral degrees awarded in your program that year. Number of Doctoral Degrees Awarded If none: enter zero 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 *C2. Of the doctoral graduates who received doctoral degrees in the period 2003-2004 through 2005-2006, what was the median time to degree? • The median is the mid-point measured from the date of first enrollment in the program to date of graduation—50 percent took a shorter time to complete their degrees and 50 percent took longer • When entering a number that includes a decimal, please type the decimal • If this program enrolls MD/PhD students and the time to degree for these students can be calculated separately, do NOT include these students below. You will be asked about the MD/PhD students later. Median Number of Years a. All full-time and part-time doctoral students |__| . |__| b. Doctoral students who were full-time during their entire time in the program |__| . |__| C3. For each academic year listed below, please indicate:

174 APPENDIX D 1) The number of doctoral students to whom your program offered admission AND 2) The number of doctoral students who then enrolled for the first time. Number Offered Number Admission First-Time Enrolled If none: enter zero If none: enter zero 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 [The program will check that for each row, the number entered in col 1 must be larger that the number entered in col 2.] C4. What is your program’s policy regarding whether a master’s degree in the field is required prior to admission to this program: Mark one only It is required prior to admission It is expected that students will earn it as a stage in their doctoral program Neither of the above C5. Of the [program automatically calculates number from response to question C3] students who enrolled for the first-time in 2003-2004, 2004-2005, and 2005-2006, what number had a master’s degree in the field of your program prior to enrollment? If not known: check this box: and continue If none: enter zero Number of students: [The program will check that the number entered must be equal to or smaller than the total number of students in col 2 for years 2003-2006 in C3.] C6. Does your doctoral program have a continuous enrollment policy? Continuous Enrollment means that a person is considered to be a doctoral student only if he or she is enrolled and pays tuition or a fee. Under this policy, a student who drops out must apply for reinstatement. Yes No skip to C8 C7. To whom does this policy apply?

APPENDIX D 175 Mark one only All Students Students Admitted to Candidacy Other (Specify ___________) C8. How many doctoral students, whether or not they were yet admitted to candidacy, were enrolled in your program during fall of 2005? Number of Doctoral Students Enrolled Fall 2005: C9. Of the [program automatically enters the number from C8] doctoral students enrolled in your program during the fall of 2005, how many were … If none: enter zero Male: Female: [Program will check to make sure the total of responses to this question equal the numbers entered for total in C8.] a. Of the [program automatically enters the number from C8] doctoral students enrolled in your program during the fall of 2005, how many were enrolled. . . If none: enter zero Full-Time: Part-time: [Program will check to make sure the total of responses to this question equal the numbers entered for total in C8] b. Of the [program automatically enters the number from C8] doctoral students enrolled in your program during the fall of 2005, how many were … If none: enter zero U.S. Citizens: Permanent Residents: Temporary Visa Holders: Citizenship Unknown:

176 APPENDIX D [Program will check to make sure the total of responses to this question equal the numbers entered for total in C8.] *c. Of the [program enters the number of US citizens and permanent residents from C9b] doctoral students who were U.S. citizens or permanent residents, how many were… If none: enter zero White, Non-Hispanic: Black, Non-Hispanic: Hispanic: Asian or Pacific Islander: American Indian or Alaska Native: Race/ethnicity Unknown: [Program will check to make sure the total of responses to this question equal the numbers entered for U.S. citizens and permanent residents in C9b.] C10. Does this program enroll dual professional degree/PhD students? Dual professional degree/PhD students include students such as MD/PhD, DVM/PhD or ThD/PhD students. Yes No If no, skip to C12 a. How many dual professional degree /PhD students were enrolled in this program in Fall 2005? Dual professional degree/PhD students include students such as MD/PhD, DVM/PhD or ThD/PhD students. If none: enter zero Number of dual professional degree/PhD Students |________| b. Does this program include only dual professional degree /PhD students? Dual professional degree/PhD students include students such as MD/PhD, DVM/PhD or ThD/PhD students. Yes (skip to C12) No (go to C10c)

APPENDIX D 177 c. How will you be reporting the progress of the dual professional degree /PhD students enrolled in this program? Dual professional degree/PhD students include students such as MD/PhD, DVM/PhD or ThD/PhD students. Can report separately on the dual professional degree/PhD students Cannot report separately on the dual professional degree/PhD students (skip to C12) *C11.What was the median time to degree for students enrolled in the dual professional degree/PhD segment of this program who graduated in the period 2003-2004 through 2005-2006? Dual professional degree/PhD students include students such as MD/PhD, DVM/PhD or ThD/PhD students. The median is the mid-point measured from the date of first enrollment in the program to date of graduation—50 percent took a shorter time to complete their degrees and 50 percent took longer When entering a number that includes a decimal, please type the decimal. Median Number of Years All full-time and part-time dual professional degree/PhD graduates |__| . |__| dual professional degree/PhD graduates who were full-time during their entire time in the program |__| . |__| C12. Please describe how your program defines a full-time doctoral student: ________________________________________________________ ________________________________________________________ ________________________________________________________ C13. Does your program have formal requirements for being admitted to candidacy? Yes No skip to C15

178 APPENDIX D C14. Please indicate the criteria your program uses to admit students to candidacy. Mark all that apply Successful Completion of Required Coursework Successful Completion of Written Examination(s) Successful Completion of Oral Examination(s) Award of the Master’s Degree Defense of a Dissertation Prospectus Other Specify:_______________________________ C15. During the 10 years between 1996 and 2005, did your program distinguish between students seeking a master’s and those seeking a doctorate? Mark one only Yes, distinguished between seeking a master’s and seeking a doctorate during that entire time period skip to C16 Began that period making the distinction but later changed Began that period making no distinction but later changed No, made no such distinction during that entire period skip to C16 C15a. In what year did the policy change? Year: C16. The next series of questions collects information on how many of the full-time students in your program complete doctoral study by gender. [FILL if C10c = “can report separately Since you will be reporting them separately, please do NOT include the program’s dual professional degree/PhD students in the numbers reported for questions C16a through C17b [FILL if C10c = “cannot report separately” Please include the program’s dual professional degree/PhD students in the numbers reported for questions C16a through C17b • To preserve confidentiality, if the numbers in cells equal less than 5, the NRC will aggregate over cohorts so that the size of any reported cell is always greater than or equal to 5 • Include doctoral students enrolled in your doctoral program, whether or not they have been admitted to candidacy

APPENDIX D 179 • Do not include students who only enroll with the intent of earning a master’s degree and did not convert to doctoral students. • Doctoral students who “left the program” are those who are no longer enrolled at this time. • Doctoral students who “stopped out” (left but later enrolled again) should not be counted as students who left if they are currently enrolled or completed the doctoral degree • Admitted to Candidacy may be defined in different ways. If your program defines and grants candidacy for a doctoral degree, please use the definition of admitted to candidacy your program uses. If it does not, please leave column 4 (Number of students admitted to doctoral candidacy) blank. • Since you will be reporting them separately, please do NOT include the program’s dual professional degree/PhD students in the numbers reported for questions C16a through C17b. *C16a. Please complete the table for the male students in your program Number of Number of students Number of Number of entering doctoral who left the students who left students students program without a the program after admitted to If none: enter zero master’s or doctoral receiving a doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 *C16b. Of the male students admitted to candidacy in your program, record the number who within the various time spans listed below completed doctoral degrees within the given number of years after enrolling. 3 years 4 5 6 7 8 9 10 or less years years years years years years years 1996- 1997 1997- 1998 1998- 1999

180 APPENDIX D 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 *C17a. Please complete the table for the female students in your program Number of Number of students Number of Number of entering doctoral who left the students who left students students program without a the program after admitted to If none: enter zero master’s or doctoral receiving a doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006

APPENDIX D 181 *C17b. Of the female students admitted to candidacy in your program, record the number who within the various time spans listed below completed doctoral degrees within the given number of years after enrolling. 3 years 4 5 6 7 8 9 10 or less years years years years years years years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 Ask C18a and C18b if C10c = can report separately C18a. Please complete the table for the dual professional degree/PhD students in this program. Dual professional degree/PhD students include students such as MD/PhD, DVM/PhD or ThD/PhD students. Number of Number of students Number of Number of entering doctoral who left the students who left students students program without a the program after admitted to If none: enter zero master’s or doctoral receiving a doctoral degree master’s degree candidacy 1996-1997 1997-1998 1998-1999 1999-2000 2000-2001 2001-2002 2002-2003

182 APPENDIX D 2003-2004 2004-2005 2005-2006 *C18b. Of the dual professional degree/PhD students admitted to candidacy in your program, record the number who within the various time spans listed below completed doctoral degrees within the given number of years after enrolling. Dual professional degree/PhD students include students such as MD/PhD, DVM/PhD or ThD/PhD students. Delete col 3 years 4 5 6 7 8 9 10 or less years years years years years years years 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 C19. In order to analyze program interdisciplinarity through a review of dissertation key words, please enter the full names of every student who was awarded a doctoral degree in this program over the past three years (2003-04 through 2005-06) and the academic year in which that degree was awarded. Enter each student’s name and the academic year on each line First Name Middle Last Name Academic Year ___________________________________________________ ___________ ___________________________________________________ ___________ ___________________________________________________ ___________ [allow 300]

APPENDIX D 183 Part D. Doctoral Program: Characteristics In this section, we ask for information about the characteristics of your doctoral program. D1. Did you require GREs from all students entering this doctoral program in 2005-2006? Mark one only Yes, required for all (skip to D4) No, only required for some No, not required for any (skip to D5) D2. Which of the following criteria are used to exempt students from the GRE requirement? Mark all that apply Professional experience Master’s degree Undergraduate degree from same institution Graduate degree from same institution High undergraduate GPA Publications or research experience Not required for international students Other exam (e.g., LSAT, GMAT) (Specify, _________________ ) D3. When applying for admission, do more than 50 percent of the entering students in your program provide GRE scores? Yes No skip toD5 D4. Among the doctoral students enrolling for the first time in the program, please enter, for each academic year: 1) The number who reported their scores 2) Their median Verbal GRE 3) Their median Quantitative GRE scores 2003-04 2004-05 2005-06 1) Number of GRE test takers 2) Median score, Verbal GRE 3) Median score, Quantitative GRE

184 APPENDIX D [Program will check D4(1)to make sure the numbers are less than or equal to the numbers in C3, col b] D5. Does your program require all (or most) doctoral students to serve as teaching assistants (TAs), as part of their doctoral experience? Yes No skip to question D7 D6. For how many terms are they required to TA? If none: enter zero Number of Terms Required: D7. Among doctoral students who teach in return for their stipend or salary… a. In the fall of 2005, how many doctoral students in this program were assigned to assist faculty by teaching lab or recitation sections? If none: enter zero Number of Students: b. On average, how many course sections do doctoral students who assist faculty by teaching lab or recitation sections teach in a given term? If none: enter zero Number of Course Sections: c. In the fall of 2005, how many doctoral students were appointed with sole responsibility for instruction of one or more courses or course sections? If none: enter zero Number of Students With Sole Responsibility: d. On average, how many course sections do those doctoral students with sole responsibility for instruction teach? If none: enter zero Number of Course Sections:

APPENDIX D 185 e. On average, how many students are enrolled in classes taught by doctoral students with sole responsibility for their instruction? If none: enter zero Number of students enrolled: D8. Please indicate whether your institution and/or your program provides the following kinds of support for doctoral students or doctoral education. Institutional Program Both Neither Support Support Institutional Institutional Only Only and Program nor Program Support Support Orientation for new graduate students International student orientation Language screening/support prior to teaching Instruction in writing (outside of program requirements) Instruction in statistics (outside of program requirements) Prizes/awards to doctoral students for teaching and/or research Assistance/training in proposal preparation On-campus, graduate student research conferences Formal training in academic integrity/ethics Active graduate student association Staff assigned to the graduate student association Financial support for the graduate student association Posted academic grievance procedure Dispute resolution procedure Regular graduate program directors/coordinators meetings Annual review of all enrolled doctoral students Organized training to help students improve teaching skills Travel support to attend professional meetings

186 APPENDIX D D9. Does your program confer awards to honor faculty for mentoring or other activities that promote scholarship of doctoral students? Yes No D10. Does your program collect data about employment outcomes for all of your doctoral graduates? Yes No skip to question D12 D11. Do you provide potential applicants with this information? Yes No D12. Approximately what percentage of the doctoral students in your program have a workspace for their exclusive use? (For example: a carrel in the library, a desk in an office or other place where they can keep books, papers and materials) If none: enter zero Percentage with exclusive work space: % D13. Please list the interdisciplinary centers, programs, or clinics in which the greatest number of doctoral students from your program participate (conduct research, teach, or gain clinical experience). Please list no more then 10. If none: check this box: and continue NAMES OF INTERDISCIPLINARY CENTERS, PROGRAMS, OR CLINICS: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ [allow 10]

APPENDIX D 187 D14. What other programs does your program collaborate with for organized training activities (e.g. training grants, certificate programs, joint degree programs)? If none: check this box: and continue NAMES OF OTHER PROGRAMS ____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ [allow 10] Part E. Doctoral Program: Financial Support for Full -Time Students In this section, we ask for information about the financial support your program provides to its full-time doctoral students. E1. For the 2005-2006 academic year, what did your institution charge full-time first-year doctoral students in your program for tuition, mandatory fees, and health insurance premiums? • Enter dollar amounts without commas or dollar signs ($). • Public Institutions: Please answer separately for in-state and out-of-state students Public Institutions Private Institutions In-state Out-of-state students students Tuition and fees for full-time enrollment: $__________ $__________ $__________ Health Insurance premiums: $__________ $__________ $__________ E2. For the 2005-2006 academic year, not including summer 2006, what was the modal amount of total financial support your program provided to funded full-time first- year doctoral students? • Financial support is funding provided by your institution or program or by an external funding agency or organization. It does not include personal, spousal, or family support, wages from work unrelated to the program, or loans

188 APPENDIX D • Enter dollar amounts without commas or dollar signs ($). • Public Institutions: Please answer separately for in-state and out-of-state students. Public Institutions Private Institutions In-state Out-of-state students students Modal Amount Of Total Support $__________ $__________ $__________ E3. For the 2005-2006 academic year, not including summer 2006, what was the modal amount of financial support your program provided to funded full-time first-year doctoral students in these three categories? • Enter dollar amounts without commas or dollar signs ($). • Public Institutions: Please answer separately for in-state and out-of-state students Public Institutions Private Institutions In-state Out-of-state students students Tuition and fees for full-time enrollment: $__________ $__________ $__________ Health Insurance premiums: $__________ $__________ $__________ Academic year support $__________ $__________ $__________ (stipend/salary) E4. What was the modal amount of summer 2006 support your program provided to funded full-time first-year doctoral students? If none: check this box and continue • Enter dollar amounts without commas or dollar signs ($). • Public Institutions: Please answer separately for in-state and out-of-state students. Public Institutions Private Institutions

APPENDIX D 189 In-state Out-of-state students students Summer support: $__________ $__________ $__________ E5. How many of the full-time first-year doctoral students (FFDs) who entered your program in the 2005-06 academic year had….. Number of Students If none: enter zero Full financial support: Partial financial support: No financial support: Total number of FFD doctoral students: [Program will check that the first three numbers add to the last number] E6. Does a majority of the full-time doctoral students in your program receive a typical pattern of financial support over their first five years? Yes No skip to E8 E7 Please indicate your program’s typical five-year pattern of financial support by recording, for each funding mechanism listed, how many years of support a student would typically receive during his or her first five years of enrollment. • For the types of support that are not applicable, enter 0 • When entering a number that includes a decimal, please type in the decimal. Typical Five-Year Pattern Number of fellowship support years: . Number of traineeship support years: . Number of teaching assistantship years: . Number of research assistantship years: . Number of other assistantship years: . Number of years without support: . E8. Including all of the [program automatically enters the number from C9a (full-time)] Fall term 2005 full-time doctoral students, record the number who received the various types of support indicated below:

190 APPENDIX D • Financial support is funding provided by your institution or program or by an external funding agency or organization. It does not include personal, spouse, or family support, wages from work unrelated to the program, or loans Fall Term 2005 Doctoral Students by Year in Program Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 >6 Yr Full support a) Externally funded fellowships only b) Externally funded traineeships only c) Institutional fellowships only d) Teaching assistantships only e) Research assistantships only f) Administration (other) assistantship only g) Combination of externally funded fellowship or traineeship (a or b) with internal support (c, d, e, and/or f) h) Combination of internal fellowship(s) with internal assistantships (d, e, and/or f) i) Combination of internal assistantships (d, e, and/or f) j) Other Funded with less than full support Unfunded TOTAL NUMBER OF STUDENTS E9. During the 2005-2006 academic year, did your program use externally-funded training grants to support doctoral students? Yes No Part F. Postdoctoral Scholars In this section, we ask for information about the postdoctoral scholars (postdocs) associated with your program Please use this definition of a postdoctoral scholar developed by the Association of American Universities: • The appointee was recently awarded a Ph.D. or equivalent doctorate (e.g., Sc.D., M.D.) in an appropriate field; and • the appointment is temporary; and • the appointment involves substantially full-time research or scholarship; and • the appointment is viewed as preparatory for a full-time academic and/or research career; and

APPENDIX D 191 • the appointment is not part of a clinical training program; and • the appointee works under the supervision of a senior scholar or a department in a university or similar research institution (e.g., national laboratory, NIH, etc.); and • the appointee has the freedom, and is expected, to publish the results of his or her research or scholarship during the period of the appointment. (See: http://www.aau.edu/reports/PostDocRpt.html. Accessed 6/27/06) F1. During the 2005 Fall term, were any postdoctoral scholars, including those who are university employees or those on external or portable fellowships, working with core or new faculty in your program? Yes No skip to exit screen F2. During the 2005 Fall term, how many postdoctoral scholars, including those who are university employees or those on external or portable fellowships, were working with core or new faculty in your program? Number of Postdocs: a. Of the [program enters the number from F2] postdoctoral scholars, how many were … Male: Female: [Should total to the number in F2] b. Of the [program enters the number from F2] postdoctoral scholars, how many were … If none: enter zero U.S. Citizens: Permanent Residents: Temporary Visa Holders: Citizenship Unknown: [Should total to the number in F2] c. Of the [program enters the number of US citizens and permanent residents from F2b] postdoctoral students who were U.S. citizens or permanent residents, how many were… If none: enter zero White, Non-Hispanic: Black, Non-Hispanic: Hispanic:

192 APPENDIX D Asian or Pacific Islander: American Indian or Alaska Native: Race/ethnicity Unknown: [Program will check to make sure the total of responses to this question equal the numbers entered for U.S. citizens and permanent residents in F2b]

APPENDIX D 193 F3. Among the [program enters the number from F2] postdoctoral scholars associated with this program, which four countries of origin provide the largest percentage of postdoctoral scholars on temporary visas to the program and what percentage of all postdoctoral scholars in the program do citizens of these countries comprise? Country of Origin Percentage of All Postdoctoral Scholars in the Program _____________________________ % _____________________________ % _____________________________ % _____________________________ % F4. Of the [program enters the number from F2] postdoctoral scholars associated with this program, how many had portable fellowships (i.e., fellowships awarded directly to postdoctoral scholars rather than through institutions and which can be used at an institution of the individual’s choosing)? If none: enter zero Please fill in number: Part IN: Possible Ineligible Program IN1. Is this program ineligible because it: Mark All That Apply a. Does NOT enroll doctoral students? b. Does NOT have designated faculty? c. Has NO developed curriculum for doctoral study? d. Makes NO recommendations for the award of degrees? e. Awarded fewer than 5 Ph.D.s between 2001/2 to 2005/6? [If “e” is marked, go to exit screen.] [If “e” is not marked and there is only one item marked in a-d, go to 2.] IN2. According to the eligibility criteria for the 2006 NRC Assessment, your program is eligible and you may continue. [Return to eligibility page of questionnaire.]

194 APPENDIX D National Research Council Assessment of Research Doctorate Programs 2006 Program Questionnaire for Emerging Fields Every ten or so years, the National Research Council conducts a study of national importance regarding the quality and characteristics of doctoral programs in the United States. This comparative assessment is designed to assist prospective doctoral students with selecting programs that best fit their interests and to permit programs to benchmark themselves against similar programs. The 2006 Assessment of Research Doctorate Programs collects data about the doctoral programs in over 60 areas of study in American universities. Your institution has identified your program in: ____(Name of program that was identified by the institution)_____________ as an area of doctoral study that corresponds to the following emerging field in the NRC taxonomy: ____(Name of field in the NRC taxonomy)____________________________

APPENDIX D 195 Your program was selected because it satisfies at least three of the following four criteria for a doctoral program: 1. Enrolls doctoral students 2. Has a designated faculty 3. Develops a curriculum for doctoral study 4. Makes recommendations for the award of degrees. In addition, the program must have awarded 5 Ph.D.s during the period 2001/2 to 2005/6. If more than one doctoral degree granting program in this field exists at your institution: data and faculty lists for those programs will be provided to the NRC separately. The following other program(s) at your institution will also be part of the study in the field of_(Name of field in the NRC taxonomy): ____(Name of program that was identified by the institution)_____________ ____(Name of program that was identified by the institution)_____________ etc. We are interested in the number of core, new, and associated faculty in your program. Core Faculty are faculty members who: 1) have served as a chair or member of a program dissertation committee in the past 5 academic years (2001-2002 through 2005-2006), OR 2) are serving as a member of the graduate admissions or curriculum committee The faculty member must be currently (2006-2007) and formally designated as faculty in the program, and not be an outside reader who reads the dissertation but does not contribute substantially to its development. Include emeritus faculty only if the faculty member has, within the past three years, either chaired a dissertation committee or been the primary instructor for a regular Ph. D. course. New Faculty are faculty members who: 1) do not meet the criteria for core faculty, but who have been hired in tenured or tenure- track positions within the past three academic years (2003-2004 through 2005-2006) AND

196 APPENDIX D 2) are currently employed at your university and are expected to become involved in doctoral education in your program Associated Faculty are faculty members who: 1) have chaired or served on program dissertation committees in the past five years (2001 2002 through 2005-2006), AND 2) have a current (2006-2007) faculty appointment at your institution, but who are not designated faculty in the program. They should not be outside readers, or faculty currently employed at other universities. Include emeritus faculty only if the faculty member has, within the past three years, either chaired a dissertation committee or been the primary instructor for a regular Ph.D. course.

APPENDIX D 197 A. 1. Based on the definitions above, please provide for this program… The number of core faculty: The number of new faculty: The number of associated faculty: 2. How many students were enrolled in doctoral study in this program during the 2005- 2006 academic year? Number of Students 3. How many of this program’s currently enrolled doctoral students were in the candidacy stage as of the 2005-2006 academic year? Number of Students

198 APPENDIX D The National Academies National Research Council Assessment of Research Doctorate Programs Survey of Program Quality Thank you for agreeing to participate as a rater in {taxonomy field name} in the Survey of Program Quality, a critical component of the National Research Council’s Assessment of Research Doctorate Programs. This survey asks for your judgment—and the judgment of other faculty members like you—about the quality of a sample of doctoral programs in your field. How your judgments will be used. The judgments of over 200 raters in each field will be used to calculate ratings of perceived quality for a sample of the programs, rather than all the programs in a field. Previous research (Ostriker & Kuh, 20031) has shown us how to use faculty views on the strength of different PhD programs combined with objective data concerning program characteristics to produce ratings of additional programs. These new ratings are based on objectively measured characteristics, such as publications, citations and time to degree, but imitate, to the extent achievable, the judgment criteria of the initially surveyed faculty. Thinking about your perception of a program’s quality. As part of this survey, you will be asked to rate 15 programs on a scale of 1 to 6 (1=a program not sufficient for graduate education, 6=a distinguished program). We urge you to keep two things in mind as you decide on your ratings: • Prior to rating these 15 programs, you will have the opportunity to view a list of all programs in your field. Keep this “universe” of programs in mind as you rate each of the 15 programs relative to this universe, not to each other. • Please reflect on what you consider important in a doctoral program as you decide on your ratings. To assist you, a link below each program’s name goes to an information page that lists several program and faculty characteristics, a list of the program’s faculty and a link to the program’s web site as well, should you want to seek additional information before finalizing your rating. Your efforts will improve doctoral education through benchmarking and better information about programs. The survey is being conducted by Mathematica Policy Research (MPR), an organization experienced in the conduct of confidential surveys. Your responses will be compiled by MPR and provided to the NRC for their analyses. The National Research Council staff who analyze the data will sign non-disclosure confidentiality agreements to protect the identity of individuals participating in the survey. The survey will be conducted using secure 1 Link to citation url.

APPENDIX D 199 web-based survey technology and any information that could be used to identify or link responses to an individual respondent for any survey question will be maintained in storage that is secure. Your identity will be known only to the National Research Council and Mathematica Policy Research who have signed non-disclosure agreements. Only aggregate information from the survey, such as means and distributions of ratings for programs, will be included in publications from the project. If you have any questions about the study or this questionnaire, please email us at NRC- Assessment@mathematica-mpr.com. I provide my informed consent to participate in this study Yes No

200 APPENDIX D Instructions 1. Listed below are the 15 programs in your field that you are being asked to rate. Given the range of programs within some fields, you may or may not be familiar with all of the programs you are being asked to rate. Consequently, you will be asked two questions about each program. The first asks how familiar you are with the program and the second asks you to rate its quality. 2. Before considering programs individually, please take a moment to familiarize yourself with the larger range of programs in your field. To do so, please click on this link: Click here for a list of all institutions in the study with programs in this field: 3. To begin considering programs individually, click on the link provided for each institution. You will be taken to that program’s information page. If it was provided to the NRC, the information pages will also list a link to that program’s home page. NOTE: The two rating questions for each program will appear at the bottom of that program’s information page. Your rating will only be considered valid if both questions are answered. 4. Finally, after you have rated all 15 programs, a summary page will appear with all of your responses. Please review your responses and make any final changes at that point. Once submitted, your responses are final. Names of Programs to be Rated Information Link Cornell University link to information page Duke University link to information page Etc.

APPENDIX D 201 SAVE SAVE—GO TO QUIT FOR NOW SUMMARY PAGE Institution: {name} Location: {place} Program: {name} Program URL: {URL} Two types of information are presented about this program – the names of the faculty who are currently working with doctoral students, followed by a few facts about the program and its faculty. Faculty Names (Faculty spreadsheet) Core2 New3 Associated4 2 There will be a link to explain this term. 3 There will be a link to explain this term. 4 There will be a link to explain this term.

202 APPENDIX D B. Some Facts about the Program • Number of Ph.D.s 2001-2006: _____ • % PhDs in academic positions (average 2001-2005) : ____ • Percent of entering cohort who complete in eight years or less (average for Ph.D.s admitted between 1996-97 and 1997-1998) : _____ • Median Time to Degree (average 2004-2006): ____ • Faculty % Female : ____ • Faculty % Non-white : _____ The Rating Questions 1. On a scale from 1 to 3, where 1 means you have little or no familiarity with this program and 3 means that you have considerable familiarity, how familiar are you with this program? Little or None Some Considerable 1 2 3    2. On a scale from 1 to 6, where 1 equals not adequate for doctoral education and 6 equals a distinguished program, how would you rate this program? Not Adequate Don’t for Know Well Doctoral Enough to Education Marginal Adequate Good Strong Distinguished Evaluate 1 2 3 4 5 6 9               SAVE SAVE—GO TO SAVE/GO TO NEXT PROGRAM QUIT FOR NOW SUMMARY PAGE

APPENDIX D 203 Listed below are your responses to the rating questions you answered. Please review them carefully. • NOTE - If you wish to review a program’s information sheet once again, click on the link under the university’s name • If you wish to change a response, you can do so by making the change on this page. The correct question will be updated automatically for you University/Program Name Familiarity Rating Quality Rating {name-link to info page} {inserted automatically} {inserted automatically} CAUTION: Please make sure you have thoroughly reviewed your answers. Once you click the “submit button” your responses are final. SUBMIT MY FINAL RESPONSES Thank you for your time!

204 APPENDIX D Welcome to the National Research Council’s 2006 Assessment of Research Doctorate Programs Faculty Questionnaire Every 10 or so years, the National Research Council conducts a study of national importance regarding the quality and characteristics of doctoral programs in the United States. The 2006 Assessment of Research Doctorate Programs collects data on the doctoral programs and doctoral faculty in over 60 areas of study in American universities, along with some student data. This comparative assessment, the most comprehensive to date, is designed to assist prospective doctoral students with selecting programs that best fit their interests and to permit programs to benchmark themselves against similar programs. Your participation is important. By completing this questionnaire, you are providing information that will: (1) help the NRC identify the characteristics of successful graduate programs, (2) enable the NRC with collecting data on grants, citations, and publications from other sources; and (3) permit a statistical description of the faculty in the graduate program(s) or programs with which you are affiliated. For further information about the assessment, see www7.nationalacademies.org/resdoc/index.html. This site also has a list of Frequently Asked Questions and contains an Email link to request answers to questions you might have concerning the study or the questionnaire. All of the information you provide will be treated as confidential. The survey is being conducted by Mathematica Policy Research (MPR), an organization experienced in the conduct of confidential surveys. Your responses will be compiled by MPR and provided to the NRC for their analyses. Personally identifiable information, such as past employment and ZIP Codes, will be used to obtain data on publications, grants and awards and honors from other databases. The National Research Council staff who analyze the data will sign non-disclosure confidentiality agreements to protect the identity of individuals participating in the survey. The survey will be conducted using secure web-based survey technology and any information that could be used to identify or link responses to an individual respondent for any survey question will be maintained in storage that is secure. Any data, including race/ethnicity and gender, that is not currently available to the public will only be used in an aggregated form that cannot be used to discern the identity of any survey participant in any report or presentation concerning the survey or in the public use file that will be made available to the public at the conclusion of this study. The link between your name and the data you provide in this questionnaire will only be used to obtain publications and, awards and honors data from other databases and will be removed prior to the publication of the public use file. Your participation is voluntary. Completing the questionnaire averages about 14 minutes, not counting the time required to list or upload publications, which will vary from person to person. You may refuse to answer any question or discontinue participation at any point. There is no personal risk to you in responding to this questionnaire. Your identity will be known to only the National Research Council and Mathematica Policy Research. No information concerning respondents will be given to your institution. If you have any questions about the study or this questionnaire, please email us at NRC- Assessment@mathematica-mpr.com. Faculty must submit their competed questionnaire by February 15, 2007 if they wish to be considered as a program rater for the Rating Survey that follows this spring. Otherwise, the end date is April 1, 2007. Click here to indicate your informed consent to participate in this study

APPENDIX D 205 A. Program Identification You have been identified by your institution as a faculty member who participates in doctoral education in one or more graduate programs that fall under one or more fields in the NRC taxonomy. The names of these programs are listed below in questions A2i and A2. However, if you are involved in a doctoral program that is not on this list, it is not part of this study and should not be considered when responding to this questionnaire. A1. In what year did you become a faculty member at this institution? Year: a. Do you have emeritus status? Yes (ask A1b) No (skip to A2) b. During the last 3 years have you been the primary instructor for a regular PhD course? Yes No A2i. Using the drop down list of graduate programs at this institution that are eligible for this study, please select the doctoral program or programs in which you are involved. Do not include programs for which you serve/ have served as an “outside reader.” For each please enter the number of doctoral dissertation committees you have chaired (that is, been the principal advisor for) during your last 3 years at this institution. Do Not include committee memberships in programs that are not part of the study. Program Name Number of (Drop down list of institution’s Committees Chaired participating program) If none, enter zero __________________ __________________ [If A1b = yes, skip to A4] [If A1b = no and A2i (Number of committees chaired) is > zero, skip to A4] [If A1b = no and A2i (Number of committees chaired) is < zero, go to exit screen] A2. Using the drop down list, please select the doctoral program or programs in which you are involved. Do not include programs for which you serve/ have served as an “outside reader”. For each please enter: • Column 1: The number of doctoral dissertation committees you have chaired (that is, been the principal advisor for) during your last 5 years at this institution

206 APPENDIX D • Column 2: The total number of committees that you have either served on or chaired during the period 2001-2006. Please include committees on which you are currently serving or chairing Column 1 Column 2 Program Name Number of Number of Committees (Drop down list of institution’s Committees Chaired Served On or Chaired participating program) If none, enter zero If none, enter zero __________________ ________________ ___________________ (If A1 = 2003 or later or A2 contains a number greater than zero, skip to A4, otherwise ask A3) A3. Are you currently serving on doctoral admissions or curriculum committees in one or more of the programs you indicated? [LIST PROGRAM NAMES FROM A2] Yes No 1. (If A3 equals “Yes” go to A4, otherwise skip to the exit “thank you” screen) A4. Please record your primary area of specialization. Then, using the drop down list, please select the field that comes closest to describing or including your primary area of specialization. Primary Area of Specialization: ________________________________________ a. (Drop down Taxonomy list – including subfields)______ A5. Please record any additional areas of specialization you currently have. Then, using the drop down list, please select the field that comes closest to describing or including that additional area of specialization. IF NONE: CHECK THIS BOX: (should not skip to C1 but continue to A6) a. Area of Specialization: ________________________________________ (Drop down list of Taxonomy fields and subfields b. Area of Specialization: ________________________________________ (Drop down list of Taxonomy fields and subfields c. Area of Specialization: ________________________________________ _(Drop down list of Taxonomy fields and subfields

APPENDIX D 207 d. Area of Specialization: ________________________________________ _(Drop down list of Taxonomy fields and subfields e. Area of Specialization: ________________________________________ (Drop down list of Taxonomy fields and subfields f. Area of Specialization: ________________________________________ (Drop down list of Taxonomy fields and subfields A6. In your current position at this institution, on which two work activities listed below do you work the most hours, on average? Activity Worked Activity Worked the Most Hours Second Most Hours Mark One Only Mark One Only Research and development Teaching Management or Administration Professional services to individuals Other – Specify activity worked most hours: Other – Specify activity worked second most hours: B. Prior Experience B1. What was your status immediately prior to your employment as a faculty member at your current institution? Mark One Only Student Postdoc Faculty – Professor Faculty – Associate Professor Faculty – Assistant Professor Faculty – Emeritus Professor Other – Specify title:_________________________________________________

208 APPENDIX D B2. Please provide the name and location of your previous employer Previous employer: _______________________________________ City: ______________________________ _____ State: _________________________ __ Zip Code: _________________ Country:_ _____________ Ask B3 if B1 = any response except student B3. Which of the following employment sectors best describes your last employer immediately before being hired by this institution? Mark One Only EDUCATION U.S. 4-year college or university other than medical school U.S. medical school (including university-affiliated hospital or medical center) U.S. university-affiliated research institute U.S. community college or technical institute U.S. preschool, elementary, middle, secondary school or school system Non-U.S. educational institution GOVERNMENT (other than education institution) Foreign government U.S. federal government U.S. state government U.S. local government PRIVATE SECTOR (other than education institution) Not-for-profit institution U. S. based industry or business (for profit) Non-U. S. based industry or business (for profit) OTHER Self-employed Other:______________________ B4. Thinking about the job you held immediately before being hired by your current institution, on which two work activities listed below did you work the most hours? Activity Worked Activity Worked the Most Hours Second Most Hours Mark One Only Mark One Only Research and development Teaching Management or Administration Professional services to individuals Other – Specify activity worked most hours:________________ ____ Other – Specify activity worked second most hours:________________ ____

APPENDIX D 209 C. Educational Background C1. Please indicate all degrees earned beyond your bachelor’s degree Mark All That Apply Doctorate (e.g. PhD DSc EdD etc.) Other professional degree (e.g. JD LLB MD DDS DVM etc.) Master's degree (e.g. MS MA MBA MFA) Other – Specify degree:_______________________________ C2. What institution conferred your Ph.D. or equivalent degree? If a U.S. institution, please use the dropdown list to select the school. If a foreign institution, please enter the name and address of that institution below Drop down list of U.S. Institutions Foreign Institution (record below) Institution Name: City: _ ________________________________ Country: _________________________________ C3. Using the drop down list, please pick the field that comes closest to the field of your Ph.D. or equivalent degree. ________[Drop down Taxonomy list—including subfields]_________________________ Other field – please specify: _________________________________________________ C4. In what year was your Ph.D. or equivalent degree conferred? Year: C5. Using the Association of American Universities (AAU) definition detailed below, have you ever held a postdoctoral position (postdoc)? The AAU definition of a postdoctoral scholar states: • The appointee was recently awarded a Ph.D. or equivalent doctorate (e.g., Sc.D., M.D.) in an appropriate field; and • the appointment is temporary; and • the appointment involves substantially full-time research or scholarship; and • the appointment is viewed as preparatory for a full-time academic and/or research career; and • the appointment is not part of a clinical training program; and

210 APPENDIX D • the appointee works under the supervision of a senior scholar or a department in a university or similar research institution (e.g., national laboratory, NIH, etc.); and • the appointee has the freedom, and is expected, to publish the results of his or her research or scholarship during the period of the appointment. (See: http://www.aau.edu/reports/PostDocRpt.html.) Yes No skip to D1 C6. How many postdoctoral appointments have you held? Number of Postdocs Held: C7. For each postdoc held, please enter the number of years that you held the postdoc and the sector in which you were working. • If you have held more than 4 postdoctoral appointments, please list the four most recent Sector Number of Years (drop down list from B3) Most Recent Second Most Recent Third Most Recent Fourth Most Recent

APPENDIX D 211 D. Scholarly Activity The questions in this section will help us match productivity data such as publications, citations, research grants and other types of scholarly productivity with the faculty who participate in the graduate program There will be two primary sources of data. The first will be the data provided by the journals monitored by the Institute for Scientific Information (ISI). The list can be found at: http://scientific.thomson.com/mjl/. The second will be your answers to the questions below. In counting publications, in most cases, the NRC will limit itself to books, monographs, and articles and reviews in refereed journals. It is especially important that you list books, monographs, and articles in edited volumes and in specialist journals not covered by ISI so that we have a full picture of your scholarly productivity. In addition, if there are other kinds of scholarly production that you feel give a complete picture of your scholarship, please list them below in D5 D1. Under what names or variants of your name have you published books or articles in the past five years (e.g. Jane Doe, Jane H. Doe, J. H. Doe or other prior names)? • If you are in the Humanities, please include the names or variants of your name under which you have published books or articles in the past 10 years (1996-2006). D2. Please list the Zip Codes that appeared on your publications as a reflection of your professional location between 2001 and 2006. • If you are in the Humanities, please list the zip codes that appeared on your publications in the past 10 years (1996-2006). Zip Code 1 _____ Zip Code 2 _____ Zip Code 3 _____ Zip Code 4 _____ Zip Code 5 _____ Zip Code 6 _____ Zip Code 7 _____ Zip Code 8 _____ D3. Please list the titles of books that you have authored, co-authored or edited from 2001 to 2006. • If you are in the Humanities, please list the titles of books you have authored, co- authored or edited in the past 10 years (1996-2006).

212 APPENDIX D • If you have an electronic version of your CV, you may want to cut and paste the requested information Books Authored or Co-authored Books Edited Book 1:_________________________ Book 1:___________________________ Book 2:_________________________ Book 2:___________________________ Book 3:_________________________ Book 3:___________________________ Book 4:_________________________ Book 4:___________________________ Book 5:_________________________ Book 5:___________________________ [allow up to Book 30} D4. Please list any papers you authored or co-authored from 2001 to 2006. • Faculty in the Arts and Humanities: Since ISI coverage of publications in the Arts and Humanities is spotty, it is important that these faculty provide as complete a listing as possible of papers authored or co-authored in the past 10 years (1996-2006). If you would like to browse the ISI website, here is the link: http://scientific.thomson.com/mjl/ • Papers listed on your CV: If you upload your CV, there is no need to reenter papers already listed there. You will have an opportunity to upload your CV when you reach the end of the questionnaire • Additional papers not included on your CV. To include papers not on your CV, you can upload a list of these papers by using this link [LINK]. • For journal articles, please remember to add the volume number. • For articles in edited volumes. Please enter these in D5. Authors Title Journal Year of Publication _____________ _________________ ________________________ _____________ _________________ ________________________ _____________ _________________ ________________________ _____________ _________________ ________________________ _____________ _________________ ________________________ [allow up to 30 articles] D5. Please list any other scholarly product (e.g. shows curated, databases assembled, etc.) from the period 2001 to 2006 not covered above. • If you are in the Humanities, please list any other scholarly product from the past 10 years (1996-2006) not covered above. • For All Faculty, If you wish to list chapters contributed to edited volumes, please list them here showing chapter title and volume title. Alternatively, we can extract them from your CV, which you should attach.

APPENDIX D 213 Authors Title Year _____________ __________________________________________ _____________ __________________________________________ _____________ __________________________________________ _____________ __________________________________________ _____________ __________________________________________ _____________ __________________________________________ [allow up to 30 products] D6. To what scholarly or professional societies do you belong? • If you have an electronic version of your CV, you may want to cut and paste the requested information. ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ [allow 8] E. Research Activity E1. Is any of your work currently supported by an extramural grant or contract? Yes No skip to E4 Ask E2 if E1 = yes E2. How many extramural grants or contracts currently fund your work? Number of Current Grants/Contracts: [___] a. For how many of these extramural grants or contracts do you currently serve as: Number of Grants/Contracts If None: Enter Zero 1. The sole principal investigator . . . . . . . . . .[ ] 2. A co-principal investigator . . . . . . . . . . . . .[ ]

214 APPENDIX D E3. Currently, how many doctoral students are supported on your extramural funding (grants or contracts)? If None: Enter Zero Number of Supported Doctoral Students: [__]___] E4. Since July 1, 2001, have you either: 1) submitted a disclosure to your university's licensing or tech transfer office, 2) filed for a patent or 3) were named as an inventor on a licensed patent? Yes No skip to E5 Ask E4a if E4 = yes E4a. Since July 1, 2001 . . . If none, enter zero Enter Number 1. How many disclosures have you submitted to your university's licensing or tech transfer office? ____________ 2. How many patents applications have you filed? ____________ 3. How many patents have been granted to you as an inventor? ____________ 4. Of the patents that have been granted to you as an inventor since July 1, 2001 (item 3 above), how many have resulted in commercialized products or processes or have been licensed? ____________ [program will check that E4a3 > 0, if E4a3 >0 then E4a4 >0 and not less than E4a3] E5. To what extent is your current research related to the field of your Ph.D. or equivalent degree? Closely related Somewhat related Not related Ask E6 if C5 = yes E6.To what extent is your current research related to your postdoc experience immediately prior to becoming a faculty member? Closely related Somewhat related Not related

APPENDIX D 215 F. Doctoral Students F1. Please provide a list of doctoral students at your current institution for whom you served as primary dissertation adviser who have completed their studies and received their doctorate in the past five (5) years (2001-02 through 2005-06). For each doctorate holder, please indicate the year in which the degree was awarded and current position and employer, if known. Name Degree Current Current City State Country Year Position Employer [allow 40] G. Program Quality The charge to the Committee on an Assessment of Research-Doctorate Programs includes the design and calculation of program ratings that use collected data to quantitatively estimate program quality. The committee will construct one set of ratings based on the perceptions of graduate faculty of the relative importance of program characteristics to the quality of doctoral programs. This section of the questionnaire asks you to describe the relative importance of program characteristics as determinants or indicators of program quality. Specific Characteristics: Program Faculty Quality (Category I) G1. In Column A, please select the characteristics in this category (up to FOUR) that you feel are the most important to program quality. In Column B, if you selected more than two characteristics, please select the TWO you feel are the most important. Column A Column B Most Important Two Characteristics Most important CATEGORY I -- Program Faculty Quality (Mark Up to Four) Characteristics a. Number of publications (books, articles, etc.) per faculty member b. Number of citations per faculty member c. Receipt of extramural grants for research d. Involvement in interdisciplinary work e. Racial/ethnic diversity of the program faculty f. Gender diversity of the program faculty g. Reception by peers of a faculty member’s work as measured by honors and awards

216 APPENDIX D Specific Characteristics: Student Characteristics (Category II) G2. In Column A, please select the characteristics in this category (up to FOUR) that you feel are the most important to program quality. In Column B, if you selected more than two characteristics, please select the TWO you feel are the most important. Column A Column B Most Important Two Characteristics Most important CATEGORY II -- Student Characteristics (Mark Up to Four) Characteristics a. Median GRE scores of entering students b. Percentage of students receiving full financial support c. Percentage of students with portable fellowships d. Number of student publications and presentations e. Racial/ethnic diversity of the student population f. Gender diversity of the student population g. A high percentage of international students Specific Characteristics: Program Characteristics (Category III) G3. In Column A, please select the characteristics in this category (up to FOUR) that you feel are the most important to program quality. In Column B, if you selected more than two characteristics, please select the TWO you feel are the most important. Column A Column B Most Important Two Characteristics Most important CATEGORY III -- Program Characteristics (Mark Up to Four) Characteristics a. Average number of Ph.D.s granted over the last five years b. Percentage of entering students who complete a doctoral degree c. Time to degree d. Placement of students after graduation e. Percentage of students with individual work space f. Percentage of health insurance premiums covered by the institution or program g. Number of student support activities provided at either the institutional or program level (This variable will be a tally of whether the following services are provided to graduate students at either the institutional or program level: orientation for new students, prizes/awards to doctoral students for teaching and/or research, formal training in academic integrity/ethics, travel funds to attend professional meetings, grievance/dispute resolution procedures, annual review of all enrolled doctoral students, training to improve teaching skills, institutionally- supported graduate student association, information about

APPENDIX D 217 Column A Column B Most Important Two Characteristics Most important CATEGORY III -- Program Characteristics (Mark Up to Four) Characteristics employment outcomes of graduates and on-campus graduate student research conferences). General Characteristics G4. Please assign a score to each category with the total adding up to 100, where 0 indicates the category has no importance to your judgment of quality and 100 indicates it is the only category that is important. Category Score Category 1: Program Faculty Quality Characteristics Category 2: Student Characteristics Category 3: Program Characteristics Total 100 H. Demographic Information H1. In what year were you born? Year of birth: H2. Are you: Male Female H3. What is your citizenship status? U.S. Permanent Resident Temporary Visa Holder H4. Are you Hispanic (or Latino). Yes No skip to H6 H5. Which of the following best describes your Hispanic origin or descent? Mark one only Mexican or Chicano Puerto Rican Cuban Other Hispanic descent – specify_________________________________

218 APPENDIX D H6. What is your racial background Mark all that apply American Indian or Alaska Native Native Hawaiian or other Pacific Islander Asian Black or African-American White I1. To help us understand the characteristics of faculty in doctoral programs without asking additional questions, and to enable us to access data from national databases (e.g., on citation counts), please attach your current C.V. when you submit this questionnaire. C. V. attached J1. Would you be willing to answer an additional questionnaire that would ask you to rate the overall quality of other doctoral programs in your field? Yes No Ask J2 if J1 = yes J2. Good contact information is needed for those selected. Please fill in your preferred contact information below. ADDRESS: ___________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ CITY: _______________________ STATE: ______ ZIP CODE: _________ J3. Please provide your preferred e-mail address where you can be reached if there are responses in your questionnaire that require clarification or if you prefer to be contacted about the program ratings by email. Email address: _______________ Thank you for your time.

APPENDIX D 219 Rationale for Questions on the Faculty Questionnaire A. Program Identification—The questions in this section are designed to confirm data provided by the program about faculty who participate in doctoral education in the program and to determine if the faculty member meets the criteria that they have served on doctoral committees or are recent hires. These data will also be used to apportion faculty effort, for those who are associated with more than one program. A1. This question will be useful in knowing that productivity information on publications, awards, and honors can be linked to the current institution. A2. The faculty spreadsheets/program questionnaire asked for a list of faculty members that chaired or served on a doctoral committee in a field. The intent of this question is to determine if a faculty member actually served on a committee in the past five years and to determine the number of such committees. It is important to ask for committee service, since the number of committees will determine the faculty member’s effort in the programs. This can be used to proportion the productivity measures related to publications, grants and awards. All of an institution’s programs that are participating in the assessment will be on a drop down list. The faculty members will use this list to identify the programs with which he or she is involved and the number of committees. A3. This question is asked because service of a doctoral admissions or curriculum committee is an alternate criterion for Core Program Faculty if they have no dissertation committee service in that program. A4. The answer to this question will permit a description of research specializations of faculty. A5. These questions will identify the primary or core faculty in a program and the subfields that are represented by the faculty members. It will allow individuals when using the data on programs to compare programs with like characteristics and will help prospective students match their interests to that of a program. A6. This information will be compared with the information in B4 to see if the work activity of the faculty member has changed from their previous institution. B. Prior Experience—This section asks for prior employment and primary and secondary employment activity in that employment. Such information is useful in describing the research- intensity of faculty and their previous research experience. B1.- B3. These questions ask for information about prior employment and will provide information about the origins of the program faculty. It will also be useful in the matching the faculty to productivity data, if they are recent hires at their current institution. B4. This question will provide information on whether the work activity of the faculty member has changed. C. Educational Background—This section asks about degrees, institutions, Ph.D. field as well as year Ph.D. conferred. Further, the questions ask about post doctoral appointment experience.

220 APPENDIX D C1. While many of the faculty members will have the Ph.D. as their highest degree, it will be important to know if the faculty have received other degrees. These data are not available from other data sources and are especially important in describing the background of faculty in the biomedical sciences. C2. The doctoral origins of the faculty for a program will provide data on the career paths of graduates from different institutions and provide a count of the number of foreign degree holders on faculties at U.S. doctoral institutions. It provides information about the segmentation of the academic labor market and is an indirect outcomes measure for those doctorate-awarding origins of those who are academically employed. C3. Field of Ph.D. or equivalent will provide information on whether the faculty member has changed research fields. It may also give a measure of interdisciplinarity. C4. Year of Ph.D. or equivalent will allow for cohort analyses and in conjunction with the next question will provide information about the postdoctoral experience. C5.- C7. There is very little known about the postdoctoral experience and these questions will provide information on the career paths of individuals who have held postdocs in terms of the number and duration and how that has changed over time for doctoral faculty. D. Scholarly Activity—The questions in this section of the questionnaire are designed to gather information that will be helpful in matching the faculty in a program to data from national databases of publications, citations and grants. D1. The request for the names faculty use on their publications will help in the matching process by eliminating false matches and by finding publications written before a name change, for example the name used before marriage. D2. In addition to using author names in the matching process, the ZIP Code for the location of the author will be used, since it is the only uniquely identifiable numeric piece of information that appears on a publication. Institutional names may be available, but they vary in form and it will be difficult to identify all forms that pertain to a particular institution. Also, if a faculty member moves from one institution to another, the ZIP Code of the prior institution will help in matching the earlier publications to the faculty member. D3. There is no good data source for matching the faculty in a program to the books they have authored. Sources, such as the Library of Congress and Books in Print, do not carry geographic information about the author and matching on name alone will provide multiple matches. The titles of the books can then be used to eliminate false matches. D4. ISI does not cover all possible journals. In particular, its coverage of highly specialized journals in the humanities may be very limited. A listing of these publications will be useful in obtaining more complete data on faculty productivity. D5. This question is intended to obtain a list of non-journal and non-print scholarly contributions.

APPENDIX D 221 D6. This information will be an indicator of professional involvement and interdisciplinary activity. E. Research Activity—This section asks about their current and recent research/scholarly activities. E1. This question is important to the calculation of the percentage of faculty supported by outside grants. E2. Since grant data from the federal agencies and other organizations will not be matched to program faculty, the information from this question will assist in providing a measure of research productivity E3. These questions will provide added information about grant and contract support related to the support of graduate students. E4. Patents, disclosures, and licenses in some fields are very important measures of research productivity, and there is no good source for this information at the program level. E5- E6. This question will provide additional information on trends in research and mobility across fields over a career. F. Doctoral Students—Information from this question will be used to identify the career outcomes of doctoral students that completed the program. Knowing the career paths for graduates of the program is important since it helps in characterizing program goals. It will assist students who use the data from the study to select a degree program that meets their own career objectives. G. Program Quality—This section collects data pertinent to the design and calculation of program ratings. G1.-G3. These questions ask for those characteristics of doctoral programs that the faculty member considers important. G4. This question will provide information about characteristics that faculty think are valuable in determining program quality. The varying weights that faculty put on these items will be used to calculate weights to be applied to observed data for the explicit ratings of programs. H. Demographic Information—This section asks for basic demographic information about the faculty. This information is not available from any other source, except a population sample from the National Survey of Postsecondary Faculty, which is not available at the program level. I. The C.V. for the faculty is requested to verify publication and career path data.

Welcome to the National Research Council’s 2006 Assessment of Research Doctorate Programs Admitted-to-Candidacy Doctoral Student Questionnaire This questionnaire is part of the National Research Council’s 2006 Assessment of Research Doctoral Programs. The National Research Council (NRC) is the operating arm of the National Academy of Sciences, an institution that conducts studies on issues relevant to questions of importance to educational, scientific and technological policy. Its reports are highly respected and have important impact on national and institutional policymakers. This is the first NRC assessment of doctoral programs in over ten years. The study is an effort to gather data about doctoral programs nationwide and provide data that will be helpful to students, faculty, administrators and those who make educational policy. For the first time, the assessment is including a survey of doctoral students. By completing this questionnaire, you provide information that will: (1) bring a student perspective to the study; (2) permit a statistical description of the advanced doctoral students in your field, and (3) help the NRC identify the multiple dimensions of successful graduate programs. Further information about the assessment may be found at www7.nationalacademies.org/resdoc/ index.html. This site also has a list of Frequently Asked Questions and contains an Email link for submitting questions you might have about the study or the questionnaire. As a graduate student, this is an important opportunity for you to be heard on issues related to graduate education, both in your program and in general. If you and your fellow students respond at a high rate, the results will provide important information about and to your program that will help facilitate change in graduate education at the program level. Your responses to this online questionnaire will be entered directly into our database and treated as completely confidential by the NRC. Your individual answers will not be shared with faculty or administrators of your doctoral program. Any data, including race/ethnicity and gender, that is not currently available to the public will only be used in aggregated form that cannot be used to discern the identity of any survey participant in any report or presentation concerning the survey or in the public use file that will be made available to the public at the conclusion of this study. The link between your name and the data you provide will be removed prior to the publication of the public use file. In the case of questions with an open-ended response, comments will be reported only in an anonymous form that does not disclose the identity of the respondent. Your participation is voluntary. You may refuse to answer any question or discontinue participation at any point. There is no personal risk to you in responding to this questionnaire since your identify will be known only to the National Research Council and Mathematica Policy Research. No information concerning respondents will be given to your institution. If you have any questions related to the study or this questionnaire, please send an email to NRC- Assessment@mathematica-mpr.com II. Please click here to indicate your informed consent to participate in this study 222

APPENDIX D 223 Part A. Education The questions in this section are designed to collect information on your education and how you have been financially supported during your doctoral program. A1. When did you first enroll in this doctoral program? Month Year A2. When were you admitted to candidacy for the doctorate? Month Year A2a. Please record your primary area of specialization. Then, using the drop down list, please select the field that comes closest to describing or including your primary area of specialization. Primary Area of Specialization: _________________________________________ (Drop down Taxonomy list – including subfields)______ A2b. Please record any additional areas of specialization you currently have. Then, using the drop down list, please select the field that comes closest to describing or including that additional area of specialization. IF NONE: MARK THIS BOX: 1. Area of Specialization: ______________________________________ (Drop down list of Taxonomy fields and subfields 2. Area of Specialization: ______________________________________ (Drop down list of Taxonomy fields and subfields 3. Area of Specialization: ______________________________________ (Drop down list of Taxonomy fields and subfields A3. When do you expect to be awarded your doctorate? Month Year

224 APPENDIX D A4. Before entering this doctorate program, had you already completed a master’s degree in: Yes a. Your current field? .................................................................... b. Another field - specify: ............................................................. A5. While studying for your doctorate, will you also receive any of the following as part of a joint, concurrent, or combined degree program: (c) Mark Yes or No for Each Yes a. Professional doctorate (e.g., MD, DDS, OD, JD)? .............. b. Professional master’s degree (e.g., MBA, MPA, MPH, PSM)?.......................... c. Master’s degree in your current doctoral program? ...... d. Master’s degree in a different field?........................ Ask A6 if any “yes” responses to A4 or A5c or A5d A6. Did you write a master’s thesis? Yes No A7. While studying for the doctorate, will you receive a certificate in another field or skill area? Yes No

APPENDIX D 225 A8. While in your program, how many research presentations (including poster presentations) have you made at: Number Enter Zero if None a. Research conferences on your campus (including other units of a multi- campus system)? b. At regional, national, or international meetings? A9. Have you received travel funds for research presentations at regional, national, or international meetings? Yes No (skip to A11) Ask A10 if A9 = yes A10. From which of the following sources have you received travel funds for research presentations? IF NOT KNOWN: MARK THIS BOX: Mark up to three National Fellowship Traineeship Professional Society Graduate program University or school/college Extramural grant Other – Specify source: A11. How many research publications have you authored or coauthored before and during your doctoral studies (include pieces accepted for publication but not yet published)? Before During Doctoral Doctoral Studies Studies a. Refereed articles b. Book chapters c. Book reviews d. Books or edited volumes If None: Mark Here

226 APPENDIX D A12. Which of the following have been your largest sources of financial support during your doctoral program? Mark up to three sources National Fellowship/Scholarship Institutional Fellowship/Stipend Traineeship Teaching assistantship (TA) Research assistantship (RA) Other assistantship (e.g., general assistantship) Internship, clinical residency Personal earnings during graduate school (other than sources listed above) Loans (from any source) Personal savings Spouse’s, partner’s, or family earnings or savings Employer’s reimbursement/assistance Foreign (non-U.S.) Other – Specify source:_________________________________________ Ask A13 if any of the first 7 categories in A12 are checked A13. If you had a fellowship, scholarship, traineeship, or assistantship, with what degree of support did it provide you? Mark one only Full Partial

APPENDIX D 227 Part B: Postgraduation Plans The questions in this section are designed to collect information on your career plans and whether and how they have changed over time. B1. When you entered your doctoral program, what were your primary and secondary career goals? Mark One in Each Column Primary Secondary a. Research and development ............................... b. Teaching ........................................................... c. Management or administration ......................... d. Professional services to individuals .................. e. Other – Specify goal: ........................................ If No Secondary Career Goals: Mark this Box B2. At this time, what are your primary and secondary career goals? Mark One in Each Column Primary Secondary a. Research and development .................................... b. Teaching ................................................................ c. Management or administration .............................. d. Professional services to individuals ....................... e. Other - specify: ...................................................... If No Secondary Career Goal: Mark this Box B3. Do you feel supported by your advisor in your current career goals? Yes No Not Certain

228 APPENDIX D B4. When you entered your doctoral program, for what type of employer did you believe you would work when you graduated? (i) Mark one only III. EDUCATION U.S. 4-year college or university other than medical school U.S. medical school (including university-affiliated hospital or medical center) U.S. university-affiliated research institute U.S. community college or technical institute U.S. preschool, elementary, middle, secondary school or school system Non-U.S. educational institution IV. GOVERNMENT (other than education institution) Foreign government U.S. federal government U.S. state government U.S. local government V. PRIVATE SECTOR (other than education institution) Not-for-profit institution U. S. based industry or business (for profit) Non-U.S. based industry or business (for profit) OTHER Self-employed Other – Specify sector: B5. At this time, for what type of employer do you expect to work when you graduate? Mark one only VI. EDUCATION U.S. 4-year college or university other than medical school U.S. medical school (including university-affiliated hospital or medical center) U.S. university-affiliated research institute U.S. community college or technical institute U.S. preschool, elementary, middle, secondary school or school system Non-U.S. educational institution VII. GOVERNMENT (other than education institution) Foreign government U.S. federal government U.S. state government U.S. local government VIII. PRIVATE SECTOR (other than education institution) Not-for-profit institution Industry or business (for profit) Non-U.S. based industry or business (for profit) IX. OTHER Self-employed Other – Specify sector:

APPENDIX D 229 Part C: Program Characteristics We are interested in the characteristics of your program and your perception of the program’s quality. C1. Did your institution or graduate program provide you with an orientation when you matriculated? Yes No C2. When you entered your doctoral program, did the program provide you with written expectations (e.g., a handbook) about academic progress? Yes No C3. During your doctoral program, have you or will you participate in formal (e.g., school- or program-sponsored class or seminar) or informal (e.g., individual conversations with mentor) instruction, practice or professional development training in: Mark one for each activity Both Formal Formal Informal and Only Only Informal Neither a. Oral communication and presentation skills? .... b. Speaking to nonacademic audiences? ................ c. Writing proposals for funding? .......................... d. Preparing articles for publication? ..................... e. Working in collaborative groups?...................... f. Conducting independent research/scholarship? . g. Project management? ......................................... h. Research/professional ethics? ............................ i. Teaching/pedagogy? .......................................... j. Supervision and evaluation? .............................. k. Preparation for job interviews? ..........................

230 APPENDIX D C4. During your doctoral program have you, or do you, expect to: X. Mark Yes or No for each XI. Yes No XII.............................................................................................. a. ....................................................................................................... Mentor or tutor a high school student? ..................................... b. Mentor or tutor an undergraduate student? .................................... c. Mentor or tutor a graduate student? ............................................... d. Grade papers for undergraduate or graduate courses? ................... e. Lead discussion sections of undergraduate or graduate courses? .. f. Lead laboratory sections of undergraduate or graduate courses? .. g. Guest lecture in undergraduate or graduate courses?..................... h. Teach a course based on a previously set curriculum? .................. i. Teach a course based on a curriculum you developed? ................. C5. Other than course grades, does your program provide an annual or more frequent assessment of your academic progress? (examples: a letter from the program, a meeting with your dissertation committee) Yes No (skip to C7) Ask C6 if C5 = Yes C6. Are these assessments helpful? Yes No C7. Have you begun your doctoral dissertation research? Yes No (skip to C10) Ask C8 if C7 = Yes C8. Have you received timely feedback on this research? Yes No (skip to C10) a)

APPENDIX D 231 Ask C9 if C8 = Yes C9. Has this feedback been helpful? Yes No C10. Are there one or more faculty members at your institution whom you consider as mentors, either in your program or external to it? • A mentor is an individual from whom you seek advice about your education, career development or other matters of concern to you as a graduate student 1. Mark Yes or No for each Yes No XIII. a. I have a mentor in my program ........................................... b. I have a mentor external to my program ............................. C11. Do you have access to career advice? Yes No (skip to C16) Ask C12 if C11 = Yes C12. Have you taken advantage of the opportunity for career advice? Yes No (skip to C16) Ask C13 and C14 if C12 = Yes C13. Who has provided the advice? Mark all that apply An individual who serves as both advisor and mentor Advisor Mentor Graduate program director/coordinator Program staff University-wide career office Other – Specify who advised you:

232 APPENDIX D C14. Does the advice cover a variety of employment sectors (e.g., employment outside of academic institutions)? Yes No Don’t Know C15. Which source of career advice did you find most helpful? Mark one only An individual who serves as both advisor and mentor Advisor Mentor Graduate program director/coordinator Program staff University-wide career office Other – Specify most helpful source: C16. On a scale of 1 to 5 where 1 is distant and 5 is interactive, how would you characterize your overall relationship with: Mark one for each category Highly Distant, Interactive, Antagonistic Supportive Neutral or Hostile 5 4 3 2 1 a. your faculty advisor? .................................. b. the faculty in your program? ....................... C17. On a scale of 1 to 5, how supportive are students in your program of one another? Mark one only 5 Very supportive 4 3 Somewhat supportive 2 1 Not supportive C18. Does your program encourage students to interact with faculty outside of your program? Yes No C19. Thinking about your doctoral program, how satisfied are you with the quality of the:

APPENDIX D 233 Mark one for each category Very Somewhat Not Satisfied Satisfied Satisfied a. Teaching by the faculty? ...................................... b. The dissertation supervision?............................... c. Your research experience in the program? .......... d. Your program’s curriculum? ............................... e. The overall quality of the program?..................... C20. How much do you feel you have benefited from the: Mark one for each category Not At A Lot Some All a. Intellectual environment of your program? .............. b. Intellectual environment of your institution? ............ C21. How satisfied are you with the quality of program-sponsored activities designed to promote social interaction of students with faculty and with other students? Very satisfied Somewhat satisfied Not satisfied C22. How much do you feel you belong to your program? A lot Some Not at all C23. In the space below, please provide any additional comments you would like to make about your doctoral program, its characteristics or quality:

234 APPENDIX D Part D: Resources We are interested in your perception of the adequacy of the resources available to you for your graduate work and dissertation research. D1. Thinking about your graduate education and dissertation research, please rate the adequacy of the support that has been available to you in each of the following areas: Mark one for each category Excellen Goo Not Don’t t d Fair Poor Applicable Know a. Computer resources?........................... b. Other research, laboratory, clinical or studio facilities? .................................. c. Library resources?............................... d. Your on campus personal work space? e. Space available for social interaction among students in your program (e.g., coffee nook, lunch room)? .................. f. University-provided housing or housing support? ................................. g. University-provided child care facilities or child care support? ........... h. University recreational/athletic facilities? ............................................. i. Healthcare and/or health services provided by your program or university?........................................... D2. In the space below, please provide any additional comments you would like to make about program or university resources available to you:

APPENDIX D 235 Part E: Background Information E1. Are you: Male Female E2. What is your marital status? Mark one only Married Living in a marriage-like relationship Widowed Divorced Separated Never married E3. Not including yourself or your spouse/partner, how many dependents do you have—that is, how many others receive at least one half of their financial support from you? If No Dependents: Mark this box: Number a. 5 years of age or younger ......... b. 6 to 18 years ............................. c. 19 years or older ...................... E4. Including children, elderly parents or others, as appropriate, for how many people are you a primary caregiver? Number: E5. What is the highest educational attainment of your mother and father (or guardian)? Mark one for each Mother Father a. Less than high/secondary school graduation .......................................... b. High/secondary school graduate ............................................................. c. Some college ........................................................................................... d. Bachelor’s degree ................................................................................... e. Master’s degree (e.g., MA, MS, MBS, MSW, etc.)................................ f. Professional degree (e.g., JD, LLB, D.Min, MD, DDS, etc.) ................. g. Doctoral degree ....................................................................................... h. Not applicable .........................................................................................

236 APPENDIX D E6. In what year were you born? Year of Birth: E7. What is your citizenship status? Mark one only U.S. Citizen Since birth Naturalized Non-U.S. Citizen With a Permanent U.S. Resident Visa (“Green Card”) With a Temporary U.S. Visa E8. Are you Hispanic (or Latino)? Yes No (skip to E10) E9. Which of the following best describes your Hispanic origin or descent? Mark one only Mexican or Chicano Puerto Rican Cuban Other Hispanic – Specify Hispanic descent: _____________________________ E10. What is your racial background? (i) Mark all that apply American Indian or Alaska Native Native Hawaiian or other Pacific Islander Asian Black or African-American White Thank you for your time!

APPENDIX D 237 Admitted to Candidacy Student Questionnaire Question Rationale General Rationale for Questionnaire The data collected from the student questionnaire will provide important information for prospective students seeking to compare programs within a field; academic administrators seeking to examine program quality within a field, within an institution, or across institutions; and education policy researchers seeking to explore changes or potential changes in doctoral education and their implications. Since this is the first time a student questionnaire has been administered as part of the Assessment of Doctoral Programs, its administration will be limited to five fields: English, economics, chemical engineering, physics, and neuroscience/neurobiology. Part A. Education The questions in this section are designed to collect information on your area of research, your educational progress and financial support. Time to Degree: Questions 1-3 obtain data on when you enrolled, what your research specialty is, when you were admitted to candidacy and when you expect to complete. In combination with completion data provided by programs, these data will provide a picture of how students progress through their programs. Post-Baccalaureate Credentials: Questions 4-8 obtain data on the master’s and other degrees and certificates you may have obtained before or en route to the doctorate. This information provides a fuller picture of the post-baccalaureate credentials that students in a given program obtain in order to matriculate into a program or to prepare themselves for their career. Research Opportunity: Questions 9-10 obtain data on the number of research publications you may have written and presentations given. These data provide an indication of the research experiences that students obtain in a program and offer an indicator of the extent to which students are encouraged to develop their own research interests and skills Financial Support: Questions 11-13 obtain information on the level and type of financial support that students in a program have. This information, in combination with other data on the program and institutional questionnaires, will provide valuable information on financial support.

238 APPENDIX D Part B: Postgraduation Plans The questions in this section are designed to collect information on the career plans and goals of doctoral students and whether and how they have changed over time. Career Goals: Questions 1-2 obtain data on career goals both when the respondents entered the program and now. Similarly, questions 4-5 obtain data on the type of employer the respondents expected to work for when they entered their program and now. These questions will provide a picture of the kinds of career goals students in different programs have and how they change over time. Faculty Support for Career Goals: Question 3 is designed to obtain information on how supportive faculty are of students who seek a variety of career aspirations, particularly those outside of academia. Part C: Program Characteristics This section obtains data on program characteristics and the respondent’s perception of program quality. Career Skills: Numerous reports, beginning with the COSEPUP’s Reshaping the Graduate Education of Scientists and Engineers (1995), have advocated that graduate students learn a variety of career skills in addition to the substance of their discipline. Question 1 will collect data on the opportunity to acquire written and oral communication skills, proposal writing, teamwork, independent research, project management, ethics, pedagogy, and others. Question 2 focuses more specifically on opportunities to acquire teaching skills and experience. Academic Progress: Questions 3-8 and 14 collect data on how students acquire information about the expectations of their program for academic progress and the kinds and quality of feedback on their progress that they receive. Mentoring and Career Counseling: The availability of a mentor has been identified as an important key to success in graduate education. Question 9 asks whether respondents have a faculty member they consider a mentor. The availability of career advice—particularly advice that covers the range of potential employment sectors is important potentially for both student retention and career preparation. Questions 10-13 obtain data on the availability and source of career advice for doctoral students. Question 15 also asks respondents about the quality of the relationships they have with their advisors. Social Integration: Barbara Lovitts’ book, Leaving the Ivy Hall, identified the degree to which a student feels part of a department as a critical factor in determining whether a student completes a doctoral program. Questions C15, C16, C17, C18, C20, C21, and D1 collect data on the degree to which students feel supported by faculty and peers, have opportunities to interact with faculty and students, and the quality of the interaction.

APPENDIX D 239 Program Quality: Questions 19-24 provide respondents with an opportunity to provide their perceptions of program quality (curriculum, research experience, faculty teaching ability, dissertation supervision, and intellectual environment). Part D: Resources This section collects data on respondent perceptions of the adequacy of the resources and benefits available for doctoral students. Education and Research Resources: The availability of adequate resources is important to both the speed and quality of a student’s academic progress. Questions 1-4 collect data on respondents’ perceptions of the resources available (from the institution or program) to support their education and research. They ask for perceptions of the adequacy of computer resources, research, laboratory, or studio facilities, library resources, and on-campus work-space. Social Integration: As noted above, the degree to which a student feels part of a department as a critical factor in determining whether a student completes a doctoral program. Question D5, along with other questions, collects data on opportunities for social interaction. Quality of Life: In addition to financial support and health care benefits, support for doctoral students may also include provision of housing or housing assistance, provision of child care or financial support for child care, and recreational facilities. These pieces of the support package a doctoral student can expect—particularly students with children—may affect the ability of students to matriculate, complete in a timely manner, or complete at all. Questions 6-8 collect data on respondent perceptions of these benefits. Part E: Background Information The information collected in this section of the questionnaire will allow analysts to examine the comparative demographics of programs, and also examine how the answers to questions in Parts A-D of the questionnaire may vary across such dimensions as age, gender, race/ethnicity, citizenship status, family background, marital status, and responsibility for dependents. The participation in doctoral education of students from a variety of backgrounds is important to the academic enterprise, the conduct of research, and society in general, so understanding how doctoral education works for students across groups will provide the opportunity to evaluate success to date and areas where further progress is necessary.

Next: Appendix E: List of Variables »
A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD) Get This Book
×
Buy Paperback | $100.00 Buy Ebook | $79.99
MyNAP members save 10% online.
Login or Register to save!
Download Free PDF

A Data-Based Assessment of Research-Doctorate Programs in the United States provides an unparalleled dataset that can be used to assess the quality and effectiveness of doctoral programs based on measures important to faculty, students, administrators, funders, and other stakeholders.

The data, collected for the 2005-2006 academic year from more than 5,000 doctoral programs at 212 universities, covers 62 fields. Included for each program are such characteristics as faculty publications, grants, and awards; student GRE scores, financial support, and employment outcomes; and program size, time to degree, and faculty composition. Measures of faculty and student diversity are also included.

The book features analysis of selected findings across six broad fields: agricultural sciences, biological and health sciences, engineering, physical and mathematical sciences, social and behavioral sciences, and humanities, as well as a discussion of trends in doctoral education since the last assessment in 1995, and suggested uses of the data . It also includes a detailed explanation of the methodology used to collect data and calculate ranges of illustrative rankings.

Included with the book is a comprehensive CD-ROM with a data table in Microsoft Excel. In addition to data on the characteristics of individual programs, the data table contains illustrative ranges of rankings for each program, as well as ranges of rankings for three dimensions of program quality: (1) research activity, (2) student support and outcomes, and (3) diversity of the academic environment.

As an aid to users, the data table is offered with demonstrations of some Microsoft Excel features that may enhance the usability of the spreadsheet, such as hiding and unhiding columns, copying and pasting columns to a new worksheet, and filtering and sorting data. Also provided with the data table are a set of scenarios that show how typical users may want to extract data from the spreadsheet.

PhDs.org, an independent website not affiliated with the National Research Council, incorporated data from the research-doctorate assessment into its Graduate School Guide. Users of the Guide can choose the weights assigned to the program characteristics measured by the National Research Council and others, and rank graduate programs according to their own priorities.

  1. ×

    Welcome to OpenBook!

    You're looking at OpenBook, NAP.edu's online reading room since 1999. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website.

    Do you want to take a quick tour of the OpenBook's features?

    No Thanks Take a Tour »
  2. ×

    Show this book's table of contents, where you can jump to any chapter by name.

    « Back Next »
  3. ×

    ...or use these buttons to go back to the previous chapter or skip to the next one.

    « Back Next »
  4. ×

    Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book.

    « Back Next »
  5. ×

    To search the entire text of this book, type in your search term here and press Enter.

    « Back Next »
  6. ×

    Share a link to this book page on your preferred social network or via email.

    « Back Next »
  7. ×

    View our suggested citation for this chapter.

    « Back Next »
  8. ×

    Ready to take your reading offline? Click here to buy this book in print or download it as a free PDF, if available.

    « Back Next »
Stay Connected!