The Center for the Study of Higher and Postsecondary Education (CSHPE)

The Center for the Study of Higher and Postsecondary Education (CSHPE) at the University of Michigan’s School of Education is the preeminent program for training future leaders of 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 higher education research 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 retention efforts.

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 not only your own career, but influencing the field of higher education in the process, I encourage you to connect with us to discover what Michigan can do for you.

Michael BastedoAssociate Professor and DirectorCenter for the Study of Higher and Postsecondary Education

Message from the Director

HIGHER EDUCATION LEADERS WHO MAKE A DIFFERENCE

OPPORTUNITIES TO ENGAGE IN RIGOROUS RESEARCH AND MEANINGFUL PROJECTSINFLUENCING NATIONAL, STATE AND LOCAL POLICY Higher education faculty engage in many areas of research, ranging from issues of access and student success, to the role of higher education in society. These projects provide important insights into higher education’s needs and challenges at the national, state, and institutional level. The inquiry of such complex issues is cause for introduction of innovative techniques and methods into the field – a pursuit our faculty and students are particularly well equipped to enthusiastically tackle. RESEARCH THAT EXAMINES THE IMPACT OF FINANCIAL AID PRACTICES AND

IMMIGRATION 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 and federal financial aid programs.

In addition to studying state aid issues, McCall and DesJardins have studied the effects of the Gates Millennium Scholars program, which is designed to help immigrants to the U.S. Also involved in the immigration dialogue is the National Forum on Higher Education for the Public Good. The Forum has been a leader 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.

RYAN MCBRIDE (MA)

Ryan’s internship with the National Center for Institutional Diversity enabled

him to work with numerous departments and units at U-M doing outreach

work to urban middle schools. This builds upon Ryan’s prior experience

promoting a college-going culture for young, at-risk students.

RESEARCH THAT EXAMINES SPECIFIC INSTITUTIONAL POLICIES AND PRACTICES

RELATED TO COLLEGE ADMISSIONS, STUDENT COURSE-TAKING, RETENTION AND

DIVERSITY

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. One of the primary focus issues for Peter Riley Bahr is students’ course-taking and enrollment patterns in the community college and their subsequent labor market outcomes, such as employment and earnings, as well as the impact of students’ varied patterns of course-taking and enrollment on the assessment of community college performance. John Burkhardt is working extensively on the topic of undocumented students’ access to higher education. He is also currently implementing a three-year project to facilitate and exchange information about diversity issues among communications staff, general counsel, and chief diversity officers. Betty Overton-Adkins is examining the loan repayment assistance programs being adopted by private colleges as both recruitment and retention strategies for enrolling undergraduates and helping them manage loan debt.

Separately and together, Michael Bastedo and Julie Posselt have undertaken research on institutional stratification and the increasingly unequal access to highly selective institutions on the basis of socio-economic status, race, gender, and urbanicity. They are also studying the equity and diversity implications of admissions decision-making practices at the undergraduate and graduate levels. An improved understanding of the college admissions process is increasingly important given the high stakes involved in these decisions.

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. This research includes the work of Edward St. John with the Detroit Schools-Higher Education Consortium, an organizing and capacity-building effort supported by the Ford Foundation to support improvement in college preparation and access for Detroit high school students. He also directs research for College for Every Student, a national network of high schools and colleges generating research studies. These studies examine student engagement in middle and high schools, and inform development of new partnership strategies promoting preparation, access, and college completion by underrepresented students in urban and rural schools across the United States.

In the National Forum on Higher Education for the Public Good the 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 and John Burkhardt also worked with the Brightmoor neighborhood of Detroit, which has organized a Brightmoor Career and College Access Network. This is a community-based coalition that seeks to improve college access and attainment. The National Forum’s work includes Betty Overton-Adkins’ leadership of several community engagement research projects focused on increasing college-going rates of students in Hope Village and other Detroit areas. She also oversees a major effort in building capacity in minority-serving institutions, particularly through long-term work with Marygrove College’s Building Our Leadership in Detroit project.

The need to further diversify biomedical science fields is made more urgent by the persistentunderrepresentation 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.

Jillian Gross (PhD)

Jillian spent her summer in India studying the Indian community college

system through an assistantship with India’s National Council on Skill De-

velopment and Tata Consultancy Services. She is a co-leader of the U-M

Community College Interdisciplinary Research Forum.

AURORA KAMIMURA (PhD)

Aurora’s work with the National Forum on Higher Educatoin for the Public

Good focuses on higher education access for undocumented students as

well as research on Hispanic-serving institutions. She is passionate about

providing underrepresented and underserved students paths to success.

IMPROVING TEACHING AND LEARNING

The higher education faculty associated with the Academic Affairs and Student Development 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:

BRIAN BURT (PhD)

During his time at U-M Brian has been active in a variety of higher educa-

tion associations, both on-campus and at the national level. He served

as the graduate representative on the ASHE Board of Directors, and as

co-president of Becoming Educators of Tomorrow (BET.)

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 the nation’s STEM workforce and to educate 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 and student learning in undergraduate programs.

RESEARCH ON PRACTICES THAT PROMOTE INTERCULTURAL, GLOBAL, AND

INTERDISCIPLINARY AFFILIATIONS SO STUDENTS LEARN FROM AND CAN WORK

PRODUCTIVELY – IN THEIR COMMUNITIES AND IN THEIR WORKPLACES – WITH

INDIVIDUALS WHO HAVE DIFFERENT LIFE EXPERIENCES, VALUES, AND PERSPECTIVES

Research by Janet Lawrence examines the institutional practices that affect the retention of international faculty, and the perceptions of fairness of the tenure decision-making process by untenured tenure-track faculty members.

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 the impact of different conceptualizations of interdisciplinarity on curricula and instruction and how these affect student learning. With Janet Lawrence, she is also exploring graduate students’ learning experiences in interdisciplinary research collaborations.

COLLEEN CAMPBELL (MA/MPP)

Through support from the Public Policy for Higher Education Endowment

Fund, Colleen completed an internship in the Department of Education’s

Public Policy Studies Service in Washington DC. This experience focused

her career interests and helped build her network of professional colleagues.

KELICIA HOLLIS (MA)

With her interest in higher education international exchange programs,

Kelicia recently completed an internship at the U-M—Shanghai Jiao Tong

University Joint Institute in Shanghai, China. She describes it as a “life-

changing experience.”

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. One reason so many students fail to achieve complex learning goals may be that they rely too heavily on others’ opinions and others’ ways of making decisions. The meaning-making capacity of self-authorship provides a basis from which to understand and learn from one’s experiences; without this, students are at a loss to know how to make intentional choices about what to believe and how to act. Patricia King’s 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 21st century roles and responsibilities they will face as citizens, consumers, workers, and members of the global community.

Doctoral EducationThe doctoral program offers four concentrations: Academic Affairs and Student Development; Organizational Behavior and Management; Public Policy in Postsecondary Education; and Research, Evaluation, and Assessment. While interrelated, the concentration areas help students to focus their research interests while developing a broad foundation in the study of higher education. Students are encouraged to take courses across the four concentrations and are required to take courses outside of higher education so that they explore the School of Education and the University of Michigan’s rich resources.Another strength of the U-M higher education program is its focus on designing, conducting, and critically examining research in and about higher education. The curriculum includes a deliberate mix of introductory and advanced methods courses. Through their coursework, students develop substantive knowledge of the field. They also learn how to think both theoretically and critically, collect and analyze data, frame fruitful and socially situated research problems, and communicate with various audiences about their research.

Master’s EducationThe master’s 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. Master’s students enroll in several core courses that introduce multiple frames of reference that impact the study and practice of higher education.

Students can choose to enroll in a customizable, broad-based master’s program in higher education, in a dual-degree program, or in a specialized concentration.

Individualized Concentration in Higher Education (IHE)A student selecting an individualized concentration works with a faculty advisor to develop a program of study tailored to the person’s unique interests in higher education. A rigorous curricular core provides the backbone of this concentration and complements the student’s 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.

Concentration in Diversity and Social Justice in Higher Education (DSJHE)As people around the world face persistent and increasing disparities in income, education, and occupational opportunity, colleges and universities are called on to better prepare students to understand and address issues pertaining to diversity and social justice. 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.

Concentration in Higher Education Institutional Management and Organizations (HEMO)The structure and dynamics of postsecondary educational organizations is the focus of this concentration. Students explore the administration, governance, management, leadership, organizational strategy, planning

DEGREE OPTIONS THAT MEET YOUR NEEDS AND THOSE OF THE MARKET

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. This concentration attracts developing scholars and practitioners who will make significant contributions to higher education by applying their knowledge of organizational dynamics as administrators and leaders, training professionals, and consultants.

Concentration in Higher Education Institutional Research (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.

Concentration in Philanthropy, Advancement, and Development in Higher Education (PAD)This concentration exposes students to coursework and practical experience focused on the professional areas that support a university in fulfilling its mission. Among these areas are governmental relations, marketing and communications, alumni relations, and development – including partnerships with individuals, institutions, corporations, and foundations. Classroom meets real-life in this concentration. Students gain experience soliciting for, reviewing through, and actually awarding funds to non-profit organization applicants.

Concentration in Public Policy (PP)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.

Concentration in Student Access and Success (SAS)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. Those who elect this concentration are most interested in academic affairs and student affairs career trajectories.

Dual Degree in Higher Education and Public Policy (MA/MPP)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.

Dual Degree in Higher Education and Business (MA/MBA)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 POTENTIALGraduates 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 master’s students receive job offers from employers in the following areas:

Functional areas where 2012 master’s graduates found jobs

27%ADVISING/ ACADEMIC AFFAIRS

8%OUTSIDE HIGHER

EDUCATION

19%STUDENT AFFAIRS

11% ADMISSIONS/TRANSITION

12% VARIOUS

IN HIGHER EDUCATIONINCLUDING

PHD PROGRAMS

12% DEVELOPMENT/GRANT WRITING

11% DIVERSITY/

INTERCULTURALPROGRAMS

Our graduate students go on to impact the field of higher education by becoming faculty scholars, researchers, and university administrators. Our alumni 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 UniversityBowling Green State UniversityCalifornia State University – Long BeachClaremont Graduate UniversityCollege of William and MaryColumbia UniversityIndiana UniversityMichigan State UniversityMississippi State UniversityNorthwestern University

U.S. institutions where our graduates hold faculty appointments

New York UniversityOakland UniversityOhio UniversityOregon State UniversitySeton Hall UniversitySiena Heights CollegeSouthern Methodist UniversityTexas A & M UniversityThe Ohio State UniversityThe University of PennsylvaniaUniversity of Arizona

University of BuffaloUniversity of GeorgiaUniversity of IowaUniversity of MichiganUniversity of MinnesotaUniversity of OklahomaUniversity of Southern CaliforniaUniversity of VirginiaVanderbilt UniversityWalsh College

CSHPE alumni can be found in a variety of roles at public and private research universities, liberal arts colleges, and community colleges.

DEGREE 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 & TRAIN-ING

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 STU-DENT 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, LS&A

DIRECTOR OF STEWARDSHIP & COMMUNICATIONS KETTERING UNIVERSITY

MANAGER, ALUMNI AFFAIRS STEPHEN M. ROSS SCHOOL OF BUSINESS, U-M

ASSOCIATE DIRECTOR OF DEVELOPMENT INDIANA UNIVERSITY SCHOOL OF INFORMATICS

ACADEMIC AFFAIRS

AND STUDENT DEVELOPMENT

STUDENT

ACCESS AND SUCCESS

DIVERSITY AND SOCIAL

JUSTICE IN HIGHER

EDUCATION

ORGANIZATIONALBEHAVIOR AND MANAGEMENT

INSTITUTIONALMANAGEMENT ORGANIZATION

PHILANTHROPY, ADVANCEMENT

AND DEVELOPMENT

DUAL DEGREE IN HIGHER

EDUCATION AND BUSINESS

CSHPE alumni can be found in a variety of roles at public and private research universities, liberal arts colleges, and community colleges.

DEGREE 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

ASSOCIATE VICE CHANCELLOR UNIVERSITY OF NEBRASKA

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 MICHIGAN’S UNIVERSITY RESEARCH CORRIDOR

SENIOR RESEARCH AND POLICY ANALYST UNIVERSITY OF MARYLAND

ASSISTANT DIRECTOR OF PROGRAMS ASSOCIATION OF GOVERNING BOARDS OF UNIVERSITIES & COLLEGES

INDIVIDUALLY DESIGNED

DEGREE

RESEARCH, EVALUATION

AND ASSESSMENT

HIGHER EDUCATION

INSTITUTIONAL RESEARCH

PUBLIC POLICY

DUAL DEGREE

IN HIGHER EDUCATION

AND PUBLIC POLICY

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), and Constance Cook is Associate Vice Provost for Academic Affairs and Executive Director of the Center for Research on Learning and Teaching (CRLT). Phillip Bowman is a Faculty Associate at the Institute for Social Research, and Kim Cameron serves as Associate Dean of Executive Education at the Ross School of Business.

INTERDISCIPLINARY COLLABORATION

UNPARALLELED RESOURCESSituated in one of the nation’s 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 world’s 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 world’s 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 SupportThe 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 http://www.soe.umich.edu/funding/.

Your U-M NetworkIt 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 DeadlinesDecember 1: Doctoral applicants and international master’s applicantsJanuary 1: Domestic master’s applicants

Center for the Study of Higher and Postsecondary EducationUniversity of Michigan, 2117 School of Education Building610 East University Avenue, Ann Arbor, Michigan 48109-1259Phone: 734.764.9472 • Email: [email protected]

CSHPE students participate in experiential learning opportunities. During a recent trip to Chile, these scholars spoke with student ac-

tivists about the role of student protests and unions in social change; interacted with government and non-government leaders about

national education issues; met with institutional leaders; and joined with Chilean students and faculty in a seminar to share research

and discuss matters of mutual interest.

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

Mary Sue Coleman, ex officio

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