GRADUATE COUNCIL MINUTES
13 May 2015
Attendees: Joe Hornak, Sean Rommel, Chris Jackson, Don Wilson, Linda Underhill, Carol
DeFilippo, Deanna Jacobs, Charlie Border, Jim Perkins Stephanie Ludi, John McClusky, Tom
Trabold, Hector Flores, Andreas Savakis
Topic 1: Graduate education in the RIT Strategic Plan – Hector Flores
Difference Maker II.4
RIT will enlarge its graduate portfolio through adding professional and research-focused
programs in STEM fields, the humanities, social sciences, and arts, bringing the graduate
population to 30% of the total student population. New programs will include experiential
learning, research, scholarship, and co-curricular opportunities. All programs will strive for the
highest levels of excellence and global recognition.
Objective II.4.1 - Ensure that graduate programs include innovative curricula, capstone projects,
cooperative education, and international collaboration.
Objective II.4.2 - Using existing program structures and course work, create innovative,
interdisciplinary graduate degree packages, such as minors, Ph.D./MBA pathways, and cocurricular options for Ph.D., MFA, and MS degrees.
Objective II.4.3 - To improve continually the quality of graduate education at RIT, develop a
holistic graduate program portfolio and a data-driven assessment plan.
Objective II.4.4 - Develop and implement a 10-year plan for increasing and enriching library and
electronic resources to accommodate the planned growth in graduate students and the graduate
program portfolio.
Objective II.4.5 - Provide a range of professional development opportunities throughout graduate
students’ RIT career, including:
- professional and personal development workshops and training (e.g., research methods,
communication, thesis preparation, grant writing, teaching);
- graduate career and placement counseling;
- teaching experience;
- recognition and awards for student excellence.
Starting questions for program directors discussions group and Graduate Council:
1) What structures, procedures and resources are in place that are adequate to implement the
above recommendation?
2) What structures, procedures and resources are not in place that may be needed to implement
the strategic goals above?
1
3) What kind of modifications for the new graduate program process and review of current
graduate programs may be needed in order to implement this strategic goal effectively?
4) What kind of coordination across academic units and other administrative offices is
necessary in order to implement this strategic goal effectively?
5) What other issues should be considered to implement the strategic goal effectively?
The following comments and questions were expressed.
Where did the 30% growth number come from? What is its basis? Rumors have circulated that
there may be some back peddling from the 30% of the total enrollment number to a 30% growth
in enrollment statement.
Is the 30% growth in PhD or masters programs, professional or research-based masters
programs, or all of these? With each PhD program costing RIT ~ $1M, it is not financially wise
to grow more PhD programs. Professional masters programs are revenue generators.
Availability of courses is a key component of growth. Faculty are often not given credit for
teaching courses to students outside of their program/department/college.
RIT needs a strategic direction on how to grow.
Currently Grad Admissions is decentralized. This may serve research-based programs well, but
is less than ideal for professional based programs. The office of the Dean of Graduate Studies
received a one-time budget allocation to implement a new system.
Grad Council should send a white paper to the Provost with these comments. These minutes will
be used as a starting point for this document. The goal is to send this by July. Linda, Charlie,
Stephanie, John, and Tom volunteered to work with Hector on this.
Topic 2: Graduate Student Conflict Resolution – Hector Flores, Carol DeFilippo
A discussion document was distributed which stated the need, premises, and principles. In
writing this document, the team received input from the Ombuds Office and the Faculty Affairs
chair and committee.
The team received many comments focusing on the premises. While recognizing the rights of
students to fair treatment, council members wished to emphasize the responsibility of students.
If council members have examples of compacts between students and their programs, please
forward them to Hector.
2