Message from the Director

HIGHER EDUCATION
LEADERS WHO MAKE
A DIFFERENCE
The Center for the Study of Higher and Postsecondary
Education (CSHPE) at the University of Michigans
School of Education is the preeminent program
for training future leaders in higher education.
Since its inception nearly 60 years ago, CSHPE has committed itself to addressing the most pressing issues facing higher
education institutions and to preparing scholars, practitioners, administrators, and policymakers to effectively study and
formulate creative solutions to these complex educational issues.
Our students and faculty bring a wealth of diverse backgrounds, experiences, and interests. This diversity makes for
lively classroom discussions, innovative research methods and scholarship, and multiple perspectives in intellectual
interactions. The course of study is designed to guide students through the breadth of knowledge about higher education
while providing opportunities for in-depth exploration of topics and issues.
Our faculty tackle such challenging questions as: Where do students decide to go to college and why? How do different
education pathways affect the labor market outcomes of students? Which educational practices promote the development
of personal maturity, or that of intercultural and global competencies? Our faculty study the multitude of dimensions
related to access, equity, and diversity in higher education. They also consider questions that explore specific institutional
policies and practices related to college admissions, developmental education, and student success.
Our graduates take on leadership roles and make, quite literally, a global impact in higher education. If you are inspired
by the possibility of advancing your own careerand shaping the field of higher education in the processI encourage you
to connect with us.

Michael Bastedo
Associate Professor and Director
Center for the Study of Higher and Postsecondary Education

OPPORTUNITIES TO ENGAGE IN RIGOROUS

RESEARCH AND MEANINGFUL PROJECTS
INFLUENCING NATIONAL, STATE AND LOCAL POLICY
Higher education faculty engage in many areas of research, from issues of access and student success to the role of higher
education in society. These projects provide important insights into higher educations needs and challenges at the national,
state, and institutional level. In the process, we have introduced many innovative research methods to the fielda pursuit our
faculty and students are particularly well-equipped to disseminate across the country and around the world. Our faculty have
addressed many crucial topics in higher education, including:
RESEARCH THAT EXAMINES THE IMPACT OF FINANCIAL AID PRACTICES AND POLICIES ON ACCESS TO
HIGHER EDUCATION
For the first time in U.S. history, delinquency rates on student loans are higher than those for consumer loans, and many
students who are delinquent will default on their loans. Default has high costs for individuals and society; students who default
face very harsh consequences, and increases in loan defaults result in high monetary costs to taxpayers. To understand not only
whether a student will enter delinquency or default, but also when they will do so, the optimum method to study the occurrence
and timing of such events is event history analysis. This method is being pioneered in higher education research by Brian
McCall and Stephen DesJardins and can provide insights for how to ensure the long-term sustainability of state, institutional,
and federal financial aid programs. This research is funded by the Bill and Melinda Gates Foundation.
In addition to studying state aid issues, McCall and DesJardins have studied the effects of the Gates Millennium Scholars
program, which is designed to provide college opportunities for high-achieving, low-income African Americans, Latinos,

American Indians, and Asian/Pacific Islanders. Betty Overton-Adkins is examining the loan repayment assistance programs
(LRAPs) being adopted by private colleges as both recruitment and retention strategies for enrolling undergraduates and helping
them manage loan debt.
The work of Susan Dynarski examines disparities in college graduation rates among low-income students, the effects of
childhood investments on degree completion, and policies to help college attainment for children in poverty. She has recently
written a number of articles on federal policy for The New York Times.
RESEARCH THAT EXAMINES SPECIFIC INSTITUTIONAL POLICIES AND PRACTICES RELATED TO COLLEGE
ADMISSIONS, STUDENT COURSE-TAKING, RETENTION, AND DIVERSITY
Peter Riley Bahrs research focuses on deconstructing students pathways into, through, and out of community colleges and into
the workforce or on to four-year postsecondary institutions. His work also considers the impact of students varied pathways
on the assessment of community college performance. John Burkhardt and Betty Overton-Adkins are working extensively
on the topic of undocumented students access to higher education. They are also currently implementing a three-year project
to facilitate and exchange information about diversity issues among communications staff, general counsel, and chief diversity
officers.
An improved understanding of college access is increasingly important given the high stakes involved in these decisions. Awilda
Rodriguezs research explores college access and choice issues in postsecondary education. In particular, she is examining
access to rigorous college preparatory coursework, as well as issues of undermatching among underrepresented students. Julie
Posselt conducts research on institutionalized inequalities in higher education and efforts to resist these historic tendencies
and encourage diversity. Her research focuses on three postsecondary sectors with durable inequalities: doctoral education;
selective colleges and universities; and STEM fields, including a study funded by the Spencer Foundation to understand the
organizational conditions of STEM doctoral programs that have been successful in recruiting and graduating women and U.S.
students of color.
Michael Bastedo researches the impact of institutional stratification on organizational inequality in higher education,
and the increasingly unequal access to highly selective institutions on the basis of socioeconomic status, race, gender, and
urbanicity. His recent work studies the equity and diversity implications of admissions decision-making practices at the
undergraduate level, with funding from the National Science Foundation. His research has recently been featured in
The New York Times, The Washington Post, The Chronicle of Higher Education, and many other national media outlets.

USING RESEARCH TO MAKE A DIFFERENCE

The faculty and graduate students of CSHPE have a long tradition of providing actionable and cutting-edge education research.
Below are some examples of current collaborative partnerships.
This research includes the work of Edward St. John, whose theoretical and applied scholarship focuses on policies and practices
that promote college preparation, financial access, and college completion by underrepresented students. He directs research
for College for Every Student, a national network of high schools and colleges that organizes community resources to support
college preparation by low-income students. Other recent projects have attracted the interest and support of foundations such
as Gates, Lumina, and the Ford Foundation.

ISAIAH BAILEY, (MA/MPP)

Isaiah says of his U-M experience, Completing a dual degree between
CSHPE and the Ford School of Public Policy has allowed me to attain
more holistic knowledge relevant to my interests in finance and level
of government control in education. The breadth of the two programs
melded together provides an opportunity to develop a depth of understanding pertaining to how politics and research interact to influence
policy on the local, state, national, and even international levels.

Betty Overton-Adkins leads the National Forum on Higher Education for the Public Good in reframing and reorienting
the discussion on immigration, encouraging leadership, and prompting action in understanding the relationship between
immigration issues and educational access, workforce preparation, democratic participation, institutional diversity and our
national identity. The Forums uLead Network is a sophisticated network-based utility that provides information and support
to university leaders faced with decisions related to serving undocumented students. Since 2007, the National Forum has
worked with the Brightmoor neighborhood of Detroit to organize a Brightmoor Career and College Access Network
(BCCAN). This is a community-based coalition that seeks to improve college access and attainment. Overton-Adkins also
directs several community engagement research projects focused on increasing college-going rates of students in Hope
Village and other Detroit areas. In addition, she oversees a major effort in building capacity in minority-serving institutions,
particularly through long-term work with Marygrove Colleges Building Our Leadership in Detroit (BOLD) project.
The need to further diversify biomedical science fields is made more urgent by the persistent underrepresentation of talented
African American and Latina/o undergraduates who enter graduate study and choose related research careers. Major research
universities have demonstrated impressive potential to reduce such disparities through undergraduate research opportunity
interventions that are formally organized around a research project supervised by faculty mentors. Phillip Bowman leads a team
of researchers seeking to clarify the factors that impede and promote successful program outcomes among underrepresented
minority students. A better understanding of the role difficulties and adaptive strengths of underrepresented students can
inform more comprehensive strategies to improve their success in pipeline programs and, in turn, promote diversity in both
graduate schools and research career fields.

FATEMA HAQUE (MA)

Through her internship at the Center for Engaged Academic Learning
(CEAL), Fatema researched best practices in community-centered pedagogy and helped create a new curriculum to prepare graduate students interested in teaching community-centered courses. She hopes to continue
working with faculty to improve teaching and learning.

JENNIFER POLLARD (PhD)

Jennifers interests lie in faculty development for teaching and learning.
Through her research assistantship, she has been involved in the evaluation of a program designed to support the success of University of Michigan STEM undergraduate students.

IMPROVING TEACHING AND LEARNING

The higher education faculty associated with the Academic Affairs and Student Development (AASD) concentration share a
deep interest in identifying and understanding high-impact educational practices that support the achievement of learning
outcomes valued by a variety of stakeholders in higher education. Our faculty interrogate those practices that others claim to
be effective, and seek to understand how and why evidence-based practices work. Such studies inform curricular, instructional,
and organizational decisions related to teaching and learning in colleges and universities. Here are examples of current research.
RESEARCH ON EDUCATIONAL PRACTICES THAT PROMOTE THE EFFECTIVE CURRICULAR AND
INSTRUCTIONAL PRACTICES IN ENGINEERING AND INTERDISCIPLINARY MAJORS
Recent policy reports have identified the pressing need to buttress and diversify the nations STEM workforce while also
educating a citizenry that is able to understand and make informed decisions about issues that require scientific and/or
technological literacy. Ongoing research on engineering education by Lisa Lattuca is examining the curricular, instructional,
and organizational conditions that support high-quality educational practices in undergraduate engineering programs that
ensure that all students learn and learn well.
RESEARCH ON PRACTICES THAT PROMOTE INTERCULTURAL, GLOBAL, AND INTERDISCIPLINARY
AFFILIATIONS
Research by Janet Lawrence examines the institutional practices that affect the retention of international faculty, the perceptions
of fairness of the tenure decision-making process by untenured tenure-track faculty members, as well as the effects of perceived

FERNANDO FURQUIM (PhD)

Fernando came to the University of Michigan with a broad interest in how
policy decisions influence the behavior of institutions. He shares, The
faculty here have a tremendous breadth of knowledge and expertise, and
each course opens my eyes to more complexities in the research of higher
education. I chose the University of Michigan because the doctoral program
gives me the tools and training to grapple with this complexity in my own
research.

KATIE FORSYTHE (MA)

Katies interest in understanding the influence of gendered dialogue in the
collegiate classroom inspired her to pursue her degree at CSHPE. Her internship with Michigans Women in Science and Engineering Residence Program (WISE RP) has allowed her to connect her classroom experiences to
her work with students.

campus politics and organizational commitment on campus service. With funding from the University of Michigan, her research
team has initiated a pilot study of the impact study abroad has on undergraduate students academic activities and performance.
Calls for educational reform increasingly advocate for interdisciplinary approaches to teaching and learning in undergraduate
and graduate programs. Interdisciplinarity, however, is variously defined and pursued by faculty across and within different
fields of study. Lisa Lattuca seeks to understand how interdisciplinarity is practiced in undergraduate and graduate education
and the impact of different conceptualization practices on student learning. In one project with Janet Lawrence, she is exploring
doctoral students learning experiences in interdisciplinary research collaborations.
RESEARCH ON EDUCATIONAL PRACTICES THAT PROMOTE THE DEVELOPMENT OF PERSONAL
MATURITY THAT UNDERLIES THE ACHIEVEMENT OF LIBERAL ARTS OUTCOMES
Despite the well-intentioned efforts of educators to improve learning outcomes for college students, gaps persist between
espoused collegiate learning goals and student performance in areas such as intercultural effectiveness and critical thinking.
One reason so many students fail to achieve complex learning goals may be that they rely too heavily on others opinions
and others advice when making decisions. The meaning-making capacity of self-authorship provides a basis from which
to understand and learn from ones experiences; without this, students are at a loss to know how to make intentional choices
about what to believe and how to act. Patricia Kings research examines the evolution of meaning making during college and
beyond. Armed with a better understanding of successful strategies, educators could more intentionally design and implement
educational experiences that help students prepare for the kinds of twenty-first century roles and responsibilities they will face
as citizens, consumers, workers, and members of the global community.

JILLIAN GROSS (PhD)

Jillian received a Fulbright Scholarship and will spend 2015 in India studying
Hindi and collecting data for her dissertation about the countrys expanding
community college system. She serves as a co-leader of the U-M Community College Interdisciplinary Research Forum.

DEGREE OPTIONS THAT MEET YOUR NEEDS AND

DOCTORAL EDUCATION
Doctoral concentrations help students to focus their research interests while developing a broad foundation in the study of higher education.
Students take courses across concentrations and are required to take courses outside of higher education. The curriculum includes a deliberate
mix of introductory and advanced methods courses with focus on designing, conducting, and critically examining research in and about
higher education.

AASD

The AASD concentration focuses on the teaching and learning missions of colleges and
universities, and on the communities in which these central functions occur.

OBM

This concentration encompasses research, scholarship, and practice involving the structure
and dynamics of postsecondary educational organizations.

Accademic Affairs and

Student Development

Organizational Behavior
and Management

PP

Public Policy

REA

Research, Evaluation
and Assessment

CSHPE students participate in both international

and domestic experiential
learning opportunities. In
July 2015, students and
faculty will travel to England to explore issues of
academic access with colleagues at Cambridge.

Public Policy includes studies of the social, economic, and political factors that affect
postsecondary institutions, particularly the impact of local, state, and federal policies on
students, faculty, and other constituencies.

The REA concentration helps students develop the conceptual and technical sklls necessary
to produce the highest quality research on higher and postsecondary education, including
applied research related to institutional research, educational and administrative evaluation,
program review, and assessment of teaching and learning.

THOSE OF THE MARKET

MASTERS EDUCATION
The masters program is distinguished by its emphasis on helping students achieve a breadth of understanding across the broad field of
higher education. The program attracts students with a wide variety of professional and personal backgrounds, interests, and career goals.
Masters students enroll in several core courses that introduce multiple frames of reference that impact the study and practice of higher
education.

DSJHE

This concentration provides depth of study in specific aspects of diversity, research on educational policies
and practices, and preparation for students to work in areas of higher education where they will address
these issues of social justice.

HEIR

Students in this concentration develop the conceptual, technical, and practical skills necessary to conduct
applied research in, or pertaining to, postsecondary institutions and system offices. The curriculum enables
students to understand how to integrate research into useful academic, managerial, or policy initiatives
designed to improve decision-making in, and the functioning of, postsecondary institutions.

Diversity & Social Justice

Institutional Research

HEMO

Management & Organizations

HEPP

Public Policy Concentration

IHE

Individually Designed

PAD

Philanthropy, Advancement
& Development

SAS

Student Access & Success

MPP

Public Policy Dual Degree

MBA

Business Dual Degree

The structure and dynamics of postsecondary educational organizations is the focus of this concentration.
Students explore the administration, governance, management, leadership, organizational strategy,
planning and budgeting, and assessment of colleges and universities. Emphasis is placed on developing
a strategic perspective and a capacity to see the larger picture to enable students to effectively anticipate
change, and inspire others to higher performance.

For students curious about a broad array of higher education policy issues, this concentration provides the
flexibility of exploration without the extended commitment of the dual degree program. The curriculum
prepares graduates for a variety of university administrator positions, as well as policy positions with both
governmental and non-governmental agencies, educational associations, and policy institutes.

A rigorous curricular core provides the backbone of this concentration and complements the students
individualized choices. The marriage of flexibility with a strong core provides an optimal learning
opportunity for those with curiosity about a broad range of issues relevant to higher education.

This concentration focuses on the professional areas that support a university in fulfilling its mission.
Among these areas are governmental relations, marketing and communications, alumni relations, and
developmentincluding partnerships with individuals, institutions, corporations, and foundations.
Students gain experience soliciting for, reviewing through, and actually awarding funds to non profit
organization applicants.

This concentration focuses on teaching and learning in colleges and universities both inside and outside of
traditional classroom settings. Students learn about academic programs and curriculum; student learning
and development; student access, adjustment, and achievement in higher education; and teaching and
research processes.

This dual degree with the Gerald R. Ford School of Public Policy is intended for students who aspire to
impact policy issues affecting higher education such as financial aid funding and affirmative action in
admissions and hiring, or who are interested in a career in a public policy context, such as state or federal
governance and public policy research centers.

Graduate coursework in the Stephen M. Ross School of Business teaches students the technical/financial
skills of business management, while School of Education courses add theoretical grounding in the
foundations of education and a deeper understanding of the complexities of education administration. This
program attracts students interested in creating meaningful business and administrative improvements in a
college or university setting.

ENHANCE YOUR LEADERSHIP POTENTIAL

Functional areas where 2012-2014 masters graduates found jobs
Graduates of the Higher Education program are highly sought by employers and are recognized for their knowledge of the
field, valuable experiential preparation, and capacity for leadership. Upon graduation, our masters students receive job offers
from employers in the following areas:

3%
OUTSIDE HIGHER
EDUCATION
6%
DIVERSITY/
INTERCULTURAL
PROGRAMS

8%
OUTREACH/
POLICY/
CONSULTING

17%
ACADEMIC
AFFAIRS

12%
GRADUATE SCHOOL/
RESEARCH/TEACHING

22%
STUDENT
AFFAIRS

14%
ADMISSIONS/
TRANSITION/
RETENTION

18%
ALUMNI AFFAIRS/
DEVELOPMENT

U.S. institutions where our graduates hold faculty appointments

Our doctoral students go on to impact the field of higher education by becoming faculty scholars, researchers, and university
administrators. Our graduates are now faculty in many of the top-ranked higher education programs in the country, and in a
number of universities around the world.

Arizona State University

Bowling Green State University
California State University Long Beach
California State University Sacramento
Claremont Graduate University
College of William and Mary
Columbia University
Indiana University
Iowa State University
Michigan State University
Mississippi State University
New York University
Northwestern University

Oakland University
Ohio University
Ohio State University
Oregon State University
Seton Hall University
Siena Heights College
Southern Methodist University
Texas A & M University
University of Arizona
University of Buffalo
University of Cincinnati
University of Georgia
University of Iowa

University of Michigan
University of Minnesota
University of Montana
University of Oklahoma
University of the Pacific
(Stockton, CA)
University of Pennsylvania
University of Southern
California
University of Virginia
Vanderbilt University
Walsh College
Wayne State University

CSHPE alumni can be found in a variety of roles at public

and community colleges.
DEGREE

ACADEMIC
AFFAIRS
AND STUDENT
DEVELOPMENT
STUDENT
ACCESS AND
SUCCESS
DIVERSITY
AND SOCIAL
JUSTICE
IN HIGHER
EDUCATION

ORGANIZATIONAL
BEHAVIOR AND
MANAGEMENT
MANAGEMENT
AND
ORGANIZATIONS
PHILANTHROPY,
ADVANCEMENT
AND
DEVELOPMENT
DUAL DEGREE
IN HIGHER
EDUCATION
AND BUSINESS

PROFESSIONAL TITLES

INSTITUTION

ATHLETICS DIRECTOR

MOUNT HOLYOKE COLLEGE

DEAN OF COUNSELING, ADVISING AND TRANSFER CENTER

COLLEGE OF LAKE COUNTY

ASSOCIATE DIRECTOR FOR STUDENT WELLNESS

STANFORD UNIVERSITY

ASSISTANT DIRECTOR OF DIVERSITY RESEARCH & TRAINING

VILLANOVA UNIVERSITY

STUDENT AFFAIRS SPECIALIST

NORTHWESTERN UNIVERSITY IN QATAR

ASSISTANT DIRECTOR OF ADMISSIONS

UNIVERSITY OF LOUISVILLE

EDUCATIONAL OPPORTUNITY PROGRAM COUNSELOR

UNIVERSITY OF CALIFORNIA, SANTA BARBARA

INTERIM ASSISTANT DIRECTOR, LGBT RESOURCE CENTER

UNIVERSITY OF WISCONSIN, MILWAUKEE

INTERNATIONAL PROGRAMS ADVISOR

UNIVERSITY OF MICHIGAN

EXECUTIVE DIRECTOR OF MICHIGAN CENTER FOR STUDENT SUCCESS

MICHIGAN COMMUNITY COLLEGE ASSOCIATION

VICE PRESIDENT FOR FINANCE AND ADMINISTRATION

GREAT LAKES COLLEGES ASSOCIATION

SENIOR VICE PRESIDENT & CHIEF EDUCATIONAL & YOUTH

DEVELOPMENT OFFICER

THE BOYS AND GIRLS CLUBS OF AMERICA

DIRECTOR, HOUSING INFORMATION OFFICE

UNIVERSITY OF MICHIGAN

ASSOCIATE STRATEGY MANAGER

JOHNSON CONTROLS

UNIVERSITY RELATIONS RECRUITER

WHIRLPOOL CORPORATION

DIRECTOR OF INTERNATIONAL GIVING

UNIVERSITY OF MICHIGAN, LITERATURE, SCIENCE

& THE ARTS

DIRECTOR OF STEWARDSHIP & COMMUNICATIONS

KETTERING UNIVERSITY

MANAGER, ALUMNI AFFAIRS

UNIVERSITY OF MICHIGAN, STEPHEN M. ROSS SCHOOL

OF BUSINESS

ASSOCIATE DIRECTOR OF DEVELOPMENT

INDIANA UNIVERSITY SCHOOL OF INFORMATICS

and private research universities, liberal arts colleges,

DEGREE

PUBLIC
POLICY
DUAL
DEGREE
IN HIGHER
EDUCATION
AND PUBLIC
POLICY

INDIVIDUALLY
DESIGNED
DEGREE
RESEARCH,
EVALUATION AND
ASSESSMENT
HIGHER
EDUCATION
INSTITUTIONAL
RESEARCH

PROFESSIONAL TITLES

INSTITUTION

ASSISTANT VICE PROVOST FOR GLOBAL & ENGAGED

EDUCATION

UNIVERSITY OF MICHIGAN

DIRECTOR OF EDUCATION PROGRAMS

LINCY INSTITUTE, UNIVERSITY OF NEVADA AT LAS VEGAS

DIRECTOR, YOUTH TRANSITIONS

JOBS FOR THE FUTURE

VICE PRESIDENT FOR RESEARCH AND POLICY ANALYSIS

MIDWESTERN HIGHER EDUCATION COMMISSION

RESEARCH ANALYST

MICHIGAN DEPARTMENT OF EDUCATION

ASSOCIATE RESEARCH SCIENTIST

NATIONAL CENTER FOR EDUCATIONAL STATISTICS

ASSOCIATE DIRECTOR OF POLICY RESEARCH

ADVISORY COMMITTEE ON STUDENT FINANCIAL

ASSISTANCE

STRATEGIC OPERATIONS MANAGER

MICHIGAN HEALTH COUNCIL

RESEARCH FELLOW

NEW JERSEY SECRETARY OF HIGHER EDUCATION

DIRECTOR OF RESEARCH & DEVELOPMENT

TEMPLE UNIVERSITY

RESEARCHER

AMERICAN INSTITUTES FOR RESEARCH

CHIEF ENROLLMENT OFFICER

BRYN MAWR COLLEGE

ASSOCIATE DEAN OF STUDENTS

MACALESTER COLLEGE

DIRECTOR, STUDENT DEVELOPMENT CENTER

UNIVERSITY OF TEXAS AT EL PASO

SENIOR VICE PRESIDENT FOR INSTITUTIONAL CAPACITY

BUILDING

AMERICAN DENTAL EDUCATION ASSOCIATION

CHIEF OF STAFF, OFFICE OF THE PROVOST

UNIVERSITY OF MICHIGAN

PROGRAM MANAGER

MICHIGANS UNIVERSITY RESEARCH CORRIDOR

SENIOR RESEARCH AND POLICY ANALYST

UNIVERSITY OF MARYLAND

ASSISTANT DIRECTOR OF PROGRAMS

ASSOCIATION OF GOVERNING BOARDS OF

UNIVERSITIES & COLLEGES

INTERDISCIPLINARY COLLABORATION
The Higher Education program fosters innovation by cultivating close ties with other departments and people at the university.
Our faculty and students often use these linkages to conduct research. Current projects include collaborations with the College
of Engineering; the College of Literature, Science and the Arts; the U-M Alumni Association; the Office of Student Affairs; and
the Office of University Development.
Our faculty members hold joint appointments and leadership positions in the university. For instance, John Burkhardt serves as
the director of the National Center for Institutional Diversity (NCID). Phillip Bowman is a faculty associate at the Institute for
Social Research, and Kim Cameron is professor of management and organizations at the Ross School of Business. Professors
Stephen DesJardins, Susan Dynarski, and Brian McCall hold appointments with the Ford School of Public Policy.

UNPARALLELED RESOURCES
Situated in one of the nations finest schools of education, CSHPE is fortunate to connect with a wide range of interdisciplinary
learning and research opportunities. Students are encouraged to pursue coursework outside the School of Education.
The University of Michigan is one of the worlds premier institutions and, as such, U-M students enjoy unparalleled access to
training and materials to enhance their learning. The University Library system offers outstanding services and provides an
astonishing breadth of materials at your fingertips.
Also located on the U-M campus is the Institute for Social Research (ISR). ISR is the worlds largest academic social science
survey and research organization, and conducts some of the most widely cited and influential surveys. The institute develops
and applies cutting edge social science methods. Scholars and students from around the world engage in workshops and
summer programming at ISR.

Financial Support
The School of Education is committed to helping our students find funding to cover tuition and educational expenses. There are
numerous scholarships and funds for which students are automatically considered. We advise admitted students of awards for
which they are qualified. More information about current funding opportunities can be found at www.soe.umich.edu/funding/.

Your U-M Network

It is not an exaggeration to say that the University of Michigan is well-regarded within the field of higher education. As a
member of this network, our students and alumni have access to beneficial resources and colleagues. Being a Wolverine can
open doors!

HOW TO APPLY
To learn more about the Higher Education program, visit our website at www.soe.umich.edu/cshpe.
Application Deadlines
December 1:
Doctoral applicants and international masters applicants
January 1:
Domestic masters applicants
Center for the Study of Higher and Postsecondary Education
University of Michigan, 2117 School of Education Building
610 East University Avenue, Ann Arbor, MI 48109-1259
Phone: 734.764.9472 Email: cshpe.info@umich.edu

These U-M students participated in a study trip to bring attention to American Indian college students and the role of tribal colleges.
Interactions with educators and community members on the Pine Ridge and Rosebud reservations helped inform understanding of the
challenges faced by students at tribal colleges. Visits to non-tribal universities enabled learning about the success and shortcomings
of support programs in place for American Indian students and alumni.

THE REGENTS OF THE

UNIVERSITY OF MICHIGAN
Mark J. Bernstein, Ann Arbor
Julia Donovan Darlow, Ann Arbor
Laurence B. Deitch, Bloomfield Hills
Shauna Ryder Diggs, Grosse Pointe
Denise Ilitch, Bingham Farms
Andrea Fischer Newman, Ann Arbor
Andrew C. Richner, Grosse Pointe Park
Katherine E. White, Ann Arbor
Mark S. Schlissel, ex officio

v.11.18.2014