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 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 career–and shaping the field of higher education in the process–I encourage you to connect with us.

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

Message from the Director

HIGHER EDUCATION LEADERS WHO MAKE A DIFFERENCE

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 education’s needs and challenges at the national, state, and institutional level. In the process, we have introduced many innovative research methods to the field–a 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,

OPPORTUNITIES TO ENGAGE IN RIGOROUS RESEARCH AND MEANINGFUL PROJECTS

INFLUENCING NATIONAL, STATE AND LOCAL POLICY

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 Bahr’s 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 Rodriguez’s 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.

FATEMA HAQUE (MA)

Through her internship at the Center for Engaged Academic Learning

(CEAL), Fatema researched best practices in community-centered peda-

gogy and helped create a new curriculum to prepare graduate students in-

terested in teaching community-centered courses. She hopes to continue

working with faculty to improve teaching and learning.

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 under-

standing 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 Forum’s 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 College’s 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.

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 nation’s 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

JENNIFER POLLARD (PhD)

Jennifer’s interests lie in faculty development for teaching and learning.

Through her research assistantship, she has been involved in the evalua-

tion of a program designed to support the success of University of Michi-

gan STEM undergraduate students.

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.”

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 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 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 country’s expanding

community college system. She serves as a co-leader of the U-M Commu-

nity College Interdisciplinary Research Forum.

KATIE FORSYTHE (MA)

Katie’s interest in understanding the influence of gendered dialogue in the

collegiate classroom inspired her to pursue her degree at CSHPE. Her intern-

ship with Michigan’s Women in Science and Engineering Residence Pro-

gram (WISE RP) has allowed her to connect her classroom experiences to

her work with students.

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.

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

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

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.

AASD Accademic Affairs and Student Development

OBMOrganizational Behavior and Management

PPPublic Policy

REA Research, Evaluation and Assessment

DEGREE OPTIONS THAT MEET YOUR NEEDS AND THOSE OF THE MARKET

CSHPE students partici-

pate in both international

and domestic experiential

learning opportunities. In

July 2015, students and

faculty will travel to Eng-

land to explore issues of

academic access with col-

leagues at Cambridge.

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.

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.

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.

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.

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.

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.

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 development–including 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.

DSJHEDiversity & Social Justice HEIR Institutional Research

HEMO Management & Organizations

HEPPPublic Policy Concentration

IHE Individually Designed

PADPhilanthropy, Advancement & Development

SASStudent Access & Success

MPP Public Policy Dual Degree

MBA Business Dual Degree

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.

MASTER’S EDUCATION The 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.

DEGREE OPTIONS THAT MEET YOUR NEEDS AND THOSE OF THE MARKET

ENHANCE YOUR LEADERSHIP POTENTIALFunctional areas where 2012-2014 master’s graduates found jobsGraduates 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:

17%ACADEMIC AFFAIRS

3%OUTSIDE HIGHER

EDUCATION

22%STUDENT AFFAIRS

18% ALUMNI AFFAIRS/

DEVELOPMENT

8% OUTREACH/

POLICY/CONSULTING

12% GRADUATE SCHOOL/

RESEARCH/TEACHING

14% ADMISSIONS/TRANSITION/RETENTION

6% DIVERSITY/

INTERCULTURAL PROGRAMS

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 UniversityBowling Green State UniversityCalifornia State University – Long BeachCalifornia State University – SacramentoClaremont Graduate UniversityCollege of William and MaryColumbia UniversityIndiana UniversityIowa State UniversityMichigan State UniversityMississippi State UniversityNew York University Northwestern University

U.S. institutions where our graduates hold faculty appointments

Oakland UniversityOhio UniversityOhio State UniversityOregon State UniversitySeton Hall UniversitySiena Heights CollegeSouthern Methodist UniversityTexas A & M UniversityUniversity of ArizonaUniversity of BuffaloUniversity of CincinnatiUniversity of GeorgiaUniversity of Iowa

University of MichiganUniversity of MinnesotaUniversity of MontanaUniversity of OklahomaUniversity of the Pacific (Stockton, CA)University of Pennsylvania University of Southern CaliforniaUniversity of VirginiaVanderbilt UniversityWalsh CollegeWayne State University

•

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, 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

ACADEMIC AFFAIRS

AND STUDENT DEVELOPMENT

STUDENT

ACCESS AND SUCCESS

DIVERSITY AND SOCIAL

JUSTICE IN HIGHER

EDUCATION

ORGANIZATIONALBEHAVIOR AND MANAGEMENT

MANAGEMENT AND

ORGANIZATIONS

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

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 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). 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.

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 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, MI 48109-1259Phone: 734.764.9472 • Email: [email protected]

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