1. How can we expand the pool of high quality graduate students attracted to our programs? In the area of student support, how can we use our existing resources more effectively and how can we increase our resources?
   • Non-resident fee waiver is a major problem that must be resolved.
   • Create four-year support packages for top students, underwritten by dean.
   • There are three types of students:
     • Top notch undergrads.
     • Students with potential.
     • Students’ coming with a master’s who already have focused interests.

   In addition we need to develop non-traditional sources for good students.

   • Top programs (faculty) attract top students.
   • All faculty need to be involved in recruiting; the personal touch matters.
     • Faculty need not go out of their way to do this; visibility may be enough.
     • Recruitment weekend.
     • Graduate students can be instrumental in helping to recruit.
     • UCOP pays 75% of non-resident fees for students who have passed qualifying exam, i.e., for those who have advanced to candidacy. Early qualifying exam (e.g., at the end of the first year) would take advantage of this fee waiver.
     • Number of students in the program must not exceed the number of students who can be supported.
     • All faculty should keep track of their graduate alumni and put into an up-to-date database of what alumni do; put the information on the web.
        
2. What kinds of curricular change/innovation should be considered in our programs?
   • Wide latitude for graduate programs to design their program and curriculum.
   • Reduce the number of required courses.
     • Finish all required courses within one year.
     • Emphasize broad base courses.
   • Joint science/engineering Ph.D./MS degrees.
   • Allow 100- or 200- level courses for advanced undergrads and grad students to share credit.
   • Identify and cross-list graduate courses that have strong overlap.
   • Go to department-based grad programs in Engineering (rather than the present single engineering graduate group).
   • More flexible programs for working professionals/part-time students.
      
3. What kinds of mentoring work best? What steps can be taken to improve mentoring?
   • Major professors have the responsibility in mentoring teaching.
     • Giving presentations, special lectures, etc.
   • Give the student practice in being a professional.
   • Provide an opportunity to become an integral part of the research environment leading to degree.
   • Provide financial infrastructure.
   • Set a good example for our graduate students.
   • Foster a sense of responsibility
      
4. What kinds of placement efforts, both academic and non-academic, work best? How can we improve what we currently do in this area?
   • Emphasize broad-based foundation and problem-solving skill for short and long-term employment opportunities.
   • Identify opportunities in:
     • Closer relationships to national labs.
     • Networking with the private sector.
     • State college and community college teaching.
   • Faculty assistance in placement; central clearinghouse for information.
   • Advisory committees that include industry representatives.
   • Graduate Studies develop a clearinghouse for placement strategies and designate a particular individual to contact.
   • Career day.

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