phd student affairs

Student Affairs in Higher Education Doctorate (Ph.D.)

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Gain the professional skills needed to contribute to the knowledge base of higher education and leadership through a thorough grounding in research.

The student affairs in higher education doctorate is designed for educators, administrators, direct service providers and leaders who seek to enhance their knowledge and professional skills to assume positions in institutions of higher education or in education-related agencies. The program emphasizes professional practice in higher education guided and informed by theory and research.

*This estimate includes online tuition and College of Education fees and is for illustrative purposes only. Your hours and costs will differ depending on your transfer hours, course choices and your academic progress.  See more  about tuition and financial aid.

**Master's coursework will apply towards the credit hour requirement

New Tuition and Fees Structure for 2021-22 Academic Year To better assist students with understanding the cost of attendance, K-State has simplified the tuition and fees structure for students enrolled in online programs.

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Admission Requirements

All students are required to meet the general university admission requirements.

Additional Documentation Your application must include the following:

• Official transcripts: You must upload into the online application system a scanned copy (PDF preferred) of the official transcript(s) from each college or university where you received your bachelor's degree(s) and completed any post-baccalaureate coursework or degrees. Printouts from university student portals are not considered a copy of your official transcript. If admitted, you will be required to submit an official transcript for GPA and degree conferral verification from the institution(s) where you received your degree(s) and completed any post-baccalaureate credits. If your transcripts are not in English, you must furnish a translation by an appropriate authority. Failure to list any colleges or universities attended may result in dismissal from the university.
• Career and professional goals and aspirations, and how being accepted to the program will benefit the goals and aspirations
• Evidence of commitment to the student affairs profession
• Competencies and experiences related to the program (e.g., student affairs experience, interpersonal skills, teaching skills, program development experience)
• Evidence of motivation, leadership and strong work ethic
• Knowledge, competencies and experience related to research
• Research interests
• Evidence of experience with diversity and, if applicable, fluency in languages other than English
• Professional experiences that support application
• Overview of the issue you’ve chosen to explore
• Presentation of the current state of knowledge in the literature related to the issue (citing sources as appropriate)
• Conclusion with a possible interpretation of the critical issue from at least two different perspectives, including a first stab at the potential for future research on the topic. How could you further study this issue?
• The essay should be uploaded as a Microsoft Word document or PDF file, double-spaced, formatted in APA (7th ed.) style, and include a minimum of five scholarly (peer-reviewed) sources. The essay will be assessed according to the following elements: overview of the issue, incorporation of existing literature, interpretation of the critical issue, articulation of future research ideas and overall coherence and readability.
• Letters of recommendation: Three letters of recommendation are needed from college or university educators and/or colleagues or supervisors who are qualified to address your professional skills and your potential for success in the graduate program. Enter the names and email addresses of the recommenders into the appropriate area in the online application.
• Professional Resume or Vita: You must upload into the online application system a professional resume or vita that includes previous academic degrees, past and present employment, professional activities and roles, and other pertinent information.
• Interview: An interview with faculty members in this program may be requested before an admission decision is made (e.g., phone, video conference, on campus).
• English language proficiency: To demonstrate competence in the English language, an official report of scores on the Test of English as a Foreign Language (TOEFL), International English Language Testing System - academic exam (IELTS) or Pearson Test of English (PTE) must be sent to Kansas State University for all applicants whose primary language is not English. Enter your scores in the online application and upload the report of your scores. Learn more about English proficiency requirements on the K-State Graduate School International Student Admissions web page.

The student affairs in higher education doctorate is designed for educators, administrators, direct service providers and leaders who seek to enhance their knowledge and professional skills to assume positions in institutions of higher education or in education-related agencies.

This program requires a minimum of 90 post-baccalaureate, graduate credit hours. With the approval of the supervisory committee, up to 30 graduate hours earned as part of the master’s degree may be used to satisfy the degree requirements.

A designated core of 6 hours of graduate credit, typically a part of the master’s degree in student affairs, is required. These courses may be part of a master’s degree or must be completed in addition to the doctoral coursework. These courses include the following:

• EDCEP 816 - Research Methods in Education (3 credits)

EDCEP 851 – Multicultural Aspects of Academic Advising (3 credits)

• EDCEP 851 - Multicultural Aspects of Academic Advising (3 credits)

Professional Courses (18 credits)

• EDCEP 923 - Higher Education Law (3 credits)
• EDCEP 925 - Higher Education Finance (3 credits)
• EDCEP 926 - Enrollment Management in Higher Education (3 credits)
• EDCEP 927 - Higher Education Administration (3 credits)
• EDCEP 948 - Advanced Student Development Theory (3 credits)
• EDLEA 828 - Scholarly Orientation to Graduate Studies (3 credits)

Outside Area/Specialization (9 credits) This specialization is developed in consultation with the major professor and must be approved by the student’s supervisory committee.

Research Courses (15 credits)

• EDLEA 838 - Qualitative Research in Education (3 credits)
• EDLEA 938 - Advanced Data Analysis in Qualitative Methods (3 credits)
• EDCEP 817 - Statistical Methods in Education (3 credits)
• EDCEP 917 - Experimental Design in Educational Research (3 credits)
• A quantitative or qualitative course approved by program committee (3 credits)

Dissertation Research (18 credits)

• EDCEP 999 - Doctoral Research

Related Programs

College of Education

PhD Higher Education and Student Affairs

Higher Education and Student Affairs Home

MA Higher Education and Student Affairs

EdD Educational Policy and Leadership Studies

With its nationally known faculty, the Higher Education and Student Affairs (HESA) doctoral program is one of the country’s major doctoral-granting programs in the field of higher education and student affairs.

Program Overview

The PhD in educational policy and leadership studies with a higher education and student affairs subprogram includes a blend of coursework core to the foundations of the field (18 credits), coursework in a focused area of study (18 credits), and extensive research methods preparation (18 credits). 

PROGRAM REQUIREMENTS

For a complete list of courses and requirements

Comprehensive Examinations

Upon completing the HESA PhD curriculum, students will undergo a comprehensive examination. The HESA PhD comprehensive exam process consists of students satisfactorily completing one individualized essay that addresses a specific question formulated by the student and approved by the HESA faculty, and making an oral presentation of the written essay to an examination committee. In the semester preceding the exam, students prepare a question prompt. Students will have their exam evaluated by a committee following the submission of their written response. Subsequently students will present their scholarly essays orally to their examination committee for discussion and feedback. Students must have completed all required core and specialization courses prior to their examination.

Dissertations

After successful completion of the comprehensive examination, HESA PhD students identify a dissertation topic with the assistance of their faculty advisor. Students prepare and present a proposal to their dissertation committee, then complete the dissertation study. HESA PhD students may choose a traditional dissertation format, or a  multiple-article style dissertation . Once the study is complete, students meet with their dissertation committee for a pre-defense meeting and a defense. Although students may take up to five years to successfully defend the dissertation, it is strongly recommended that they finish as quickly as possible following the comprehensive exam. During the dissertation process, students must continue to be enrolled until their actual graduation. Consult the Graduate College manual for more information on enrollment.

Funding Information

There are several funding options for graduate students, including: assistantships, scholarships, fellowships, internships, personal funding, and student loans. There are a limited number of scholarships and fellowships available to students. Entering and current students might be eligible for university fellowships coordinated by the Graduate College. Consult with your advisor if you wish to be nominated for one of these fellowships. Students might also be eligible for nationally competitive fellowships. Iowa Testing Programs awards a limited number of full-ride fellowships -  Special Graduate Assistantships  - to students with outstanding academic credentials in the College of Education.

Students in the HESA PhD program obtain funding from a variety of sources, but primarily through Graduate Assistantships. Additionally, some HESA PhD students are full-time administrators in higher education.

Quarter-time and Half-time Assistantships

Assistantships provide valuable experience, open new career paths, and help finance your graduate education. Students may have a cumulative total of a half-time (20 hours per week) assistantship. Positions vary from quarter-time (10 hours per week) to half-time (20 hours per week) and may be appointed on a semester, academic-year (9 months), or fiscal year (12 months) basis. Students with a half-time appointment should not seek additional assistantships. Current rates (salary and tuition and fee scholarships) for graduate assistantships that honor the COGS union collective bargaining agreement are linked on the Graduate Student Life page . These positions are typically held by PhD student

Tuition and Fees

Accurate information about tuition and fee rates can be found on the Office of the Registrar Tuition and Fees page. Select the appropriate session and select the Graduate College. Then under “Filter by Curricular College,” select the College of Education. Assistantship rates (salary and tuition scholarships) for graduate assistantships that honor the COGS union collective bargaining agreement are available on the Office of the Dean's Finance page.

All contract-covered employees appointed at quarter-time or more will receive one hundred percent (100%) tuition scholarship each semester based upon the Board of Regents resident graduate student tuition rate for the College of Liberal Arts and Sciences (CLAS). All contract-covered employees appointed at quarter-time or more and assessed the College of Education tuition supplement will also receive a tuition scholarship for one hundred percent (100%) of the College of Education tuition supplement for fall and spring semesters.

The early action application deadline is Dec. 1; the regular decision application deadline is April 15 for admission the following fall. 

Admissions Requirements

NOTE: The GRE requirement has been suspended for the 2020-2021 admissions cycle

• A bachelor’s degree from a  Regionally Accredited American College or University , or an equivalent degree from another country as determined by the Office of Admissions.
• Minimum GPA of 3.0 (in both undergraduate and graduate work)
• The Graduate Record Exam (GRE) General test – verbal and quantitative - is optional.
• Evidence of significant leadership or work experience, writing ability, and fit with the program
• English Proficiency Requirements  (international students)
• Most students admitted to the HESA Ph.D. program hold a previously earned master's or equivalent degree

These are general criteria; the admissions committee considers each applicant's entire portfolio. Applicants will not be considered until they have submitted a complete application packet.

Required Supplemental Documents

• Official transcripts from all post-secondary institutions
• The Graduate Record Exam (GRE) General test – verbal and quantitative - is optional. Official GRE scores from Educational Testing Service (the University's institutional code is 6681), if you completed the test. 
• A statement of purpose (1-3 pages) that includes your professional and/or research interests, whether you plan to enroll full- or part-time, and how your goals and experiences are consistent with the HESA program's mission and values.
• Resume or Curriculum Vitae
• Three letters of recommendation. At least one letter should be from a professor or instructor.*

* You will be asked to give the contact information of your recommenders, including their email, on your Admissions Profile. The recommender will then get an email with instructions on how to upload the recommendation letter and/or form.

Please review the required supplemental documents above before starting the general graduate application. To begin the application process, set up an account with an existing email address and password.

We're here to help.

Questions about the HESA PhD program can be directed to  [email protected] .

We look forward to receiving your application!

Ed.D. in Higher Education Admin. – Student Affairs

Learn More About The Program

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Doctor of Education (Ed.D.) in Higher Education Administration – Student Affairs

Help students thrive academically and professionally with an ed.d. in higher education administration – student affairs.

College can be challenging. For many students, it is their first time away from home or without the guidance of a parental figure. Student affairs and student services administrators play an important role in helping students succeed and develop both personally and academically while attending college. Furthermore, these professionals seek to help students gain skills that may be useful throughout their lives. Liberty University’s 100% online Doctor of Education (Ed.D.) in Higher Education Administration – Student Affairs can help you pursue top-level roles in college or university administration and student affairs development.

Throughout this program, you can learn skills such as effective leadership, policy development, program development, and best practices for supporting student success. This doctoral degree provides advanced training in current issues, trends, and legal matters in student affairs . You can develop practical expertise that will be useful in a variety of professional settings, both inside and outside the world of academia.

What Will You Learn in Liberty University’s Ed.D. in Higher Education Administration – Student Affairs Degree Online?

• Explore current issues and trends in the field of student affairs administration
• Learn advanced leadership techniques and administrative skills
• Study legal issues and policies as they pertain to student development

Your student development doctorate will culminate in a capstone project. You will build up to this project by completing courses that will help you learn how to effectively conduct research and present your results . This final project can provide you with an opportunity to focus on a problem in the field of higher education and then solve it. Completing this project allows you to add to the general body of knowledge and help to develop solutions that positively impact the world of higher education .

Potential Careers for Graduates of Our Student Affairs Doctoral Program Online

• College/university administrator
• Higher education faculty
• Policy analyst
• Program coordinator
• Student affairs administrator
• Training and development specialist

Benefits of Pursuing Your Doctorate in Student Affairs Online with Liberty University

As a leader in distance education since 1985, we understand what it takes to create a flexible and affordable education for busy people. Since we have been investing in distance and online learning for decades, our experience has taught us how to streamline our degree options so you can focus on what really matters to you. While many schools offer online degrees, we believe Liberty stands out.

Here’s what sets us apart:

• We are recognized by multiple institutions for our academic quality, affordability, and accessibility . Our commitment to excellence also helped us rank in the top 10% of Niche.com’s best online schools in America . Earning your online degree from a nonprofit university with this kind of recognition can help set you apart from others in your field.
• The majority of tuition for undergraduate, graduate, and doctoral programs has not increased in 9 years. While many other online colleges have raised tuition, Liberty has been able to keep costs low as a nonprofit university. 
• Liberty University is accredited by SACSCOC , the Southern Association of Colleges and Schools Commission on Colleges.
• Earn your doctorate in higher education administration – student affairs in just 2.5 years!
• Study under industry experts and learn how to integrate professional knowledge with biblical principles.
• Complete your degree 100% online and easily access your course materials whenever you need them.
• Develop practical skills that can be applied directly to your career in postsecondary education administration.

Military Benefits 

Service is important to us, so whether you’re currently serving in the Armed Forces, have served, or are married to someone who serves, we’re here to serve you. Liberty’s military benefits are available to:

• Active duty service members of the U.S. Armed Forces
• Reserve/National Guard
• Veterans/retirees
• Spouses of service members and veterans/retirees
• Current Department of Defense employees

We are proud to support you in your pursuit of a flexible and affordable online education by offering you the following benefits:

• Tuition discounts – $275 per credit hour for graduate courses
• Additional discount for veterans who serve in a civilian capacity as a First Responder (less than $625 per course)
• 8-week courses, 8 different start dates each year, and no set login times (may exclude certain courses such as practicums, internships, or field experiences)

Credit Hours

100% online, 8-week courses

Interested in studying on campus?

Transfer Credits

Transfer in up to 50% of the degree total

Next Start Date

Jun 24, 2024

Accreditation

Liberty University is accredited by SACSCOC

“In the times in which we’re living today, Liberty University’s mission , the mission of training up a generation of Champions for Christ in literally every occupation, has never been more important .”

FORMER VICE PRESIDENT MIKE PENCE

Experience That Matters to You

As an accredited Christian college with a 7,000-acre campus in Lynchburg, Virginia, Liberty University offers you an education that is both academically challenging and rooted in a biblical worldview.

At Liberty, you’ll benefit from 35+ years of learning, growing, adapting, and innovating for the distance learner — and more than a decade of researching the needs of the online student. You can be confident that we’ve taken the time to learn what’s important to you.

And what’s that?

• Affordability
• Accessibility
• Academic Quality

These important factors challenged us to find new financial solutions, get ahead of industry trends, and blaze trails into cutting-edge career fields — and it’s paid off. That’s the difference experience makes.

Ranked in the top 10% of Niche.com’s best online schools in America   and recognized by multiple institutions for   academic quality, affordability, and accessibility.

Why Choose Liberty University?

Enjoy flexible courses.

Choose from a wide variety of programs at the associate, bachelor’s, master’s, and doctoral level, most of which are 100% online*. With an 8-week format and 8 start dates per year, it’s easy to fit your courses around your schedule!

* Some exclusions apply. Please refer to our exclusions page for more information.

Maximize Your Time

Start and finish your degree faster! Liberty requires no standardized testing for admission, and you can transfer previous course credit — transfer in up to 75% of a bachelor’s degree and up to 50% of a master’s, postgraduate, or doctoral degree — or discover how your life, career, or military experience may count toward your college degree.

Grow in Your Faith

All of our courses are taught from a Christian perspective, and our faculty see themselves as mentors. Our mission is to Train Champions for Christ — we’re committed to championing you as you study to go further in your field, become a leader in your industry, or start a new career.

Access Academic Support

Throughout your educational journey, you will have access to academic resources that will aid in the completion of your degree. Services include our Jerry Falwell Library, writing center, tutoring, study aids, IT assistance, 30+ tutorial videos, live webinars, and personalized help from our academic advising team.

An Online Education with On-Campus Benefits

Cheer on 20 NCAA Division I games that air nationwide

Graduate with your peers

Be inspired by world-renowned speakers at Convocation

Why we’re nonprofit.

As a nonprofit (not-for-profit) university, Liberty is in the business of training skilled professionals to make a difference in the world – not gaining profit, revenue, or producing dividends for shareholders. In keeping with our commitment to your education, we invest our resources back into degree programs and into your student experience.

While many other online colleges have raised tuition, Liberty has been able to keep costs low as a nonprofit university and has not increased tuition for 9 straight years. Lower tuition means less student loan debt for students.

For Liberty University, nonprofit is more than a status; it is a valuable opportunity to invest in the lives of students who will go out and impact the world.

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Financing Options

Financial aid.

Nearly 80% of all Liberty students in an online program are awarded financial aid. Virginia residents may qualify for additional aid — learn more !

Corporate Tuition Assistance

Deferred – If your company reimburses you for the cost of your education, you pay only a portion of your balance up front. You submit your grades to your employer who pays you, and then you pay the remaining balance for your classes.

Tuition Discounts

Qualified military service members, veterans, and their spouses can receive up to 55% off their tuition rate for eligible programs!

Contact one of our Admissions Counselors for more information by calling (800) 424-9595 .

Apply FREE This Week*

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, Non-Degree Seeking, DGIA, Continuing Education, WSB, and Certificates.

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Higher Education/Student Affairs

PhD in Education

The PhD in Education with a concentration in Higher Education/Student Affairs prepares forward-thinking educators who focus upon the important roles that institutions of higher education (IHEs) play to support our diverse communities.

The School of Educational Studies understands education through a lens of educational equity and social justice. We believe that while colleges and universities are a microcosm of society itself (where biases and oppression can and do play out), they can also simultaneously be agents of change that disrupt historical discrimination and advance practices and ideologies rooted in individual and community wellbeing.

Program Highlights

• Courses are held at convenient times for working and commuting professionals. Most meet once a week at 4:00 or 7:00 p.m. Others are held on weekends.
• Join a well-established network of alumni from the School of Educational Studies. There are university leadership and faculty across the nation (and especially prevalent in California) who are ready to welcome you as kindred spirits and advocates of “the CGU Way.”
• Earn an Allies of Dreamers certificate as part of your PhD program. The first program of its kind nationally, Allies of Dreamers is a graduate‐level certificate program that provides the historical context, theoretical framework, and specific knowledge needed by K12 teachers and administrators, student affairs professionals in higher education, and community leaders to offer mentorship and advocacy for Dreamers and other undocumented students.
• Work with a faculty mentor who will help you navigate your way through graduate school in light of your specific aspirations and interests.

Program At-a-glance

required units

degree awarded

Spring, Summer, Fall

program start

4 years | full time*

estimated completion time

7 years | part time

Carina Navarro

Assistant Director of Admissions

Professor of Education Joseph B. Platt Chair in the Management of Technology

Research Interests

STEM education, data science, model building, technology development and management

Deborah Faye Carter

Associate Professor of Higher Education

Higher education; transition to college; college student outcomes; access to college; race in education; mentoring, equity, and diverse learning environments in STEM

DeLacy Ganley

Dean, School of Educational Studies Professor of Education

Culturally relevant education; resiliency and achievement of marginalized populations; intersection of families, community, and school; language acquisition; social capital theory; systems theory

Dina C. Maramba

Professor of Education

Equity and diversity issues in higher education; theory and practice in student affairs; college student development; access and retention; first-generation college students; Asian American and Pacific Islander populations; minority serving institutions

Frances Marie Gipson

Clinical Professor of Education Director, Urban Leadership Program

Urban schooling; distributed leadership; social-emotional learning; culturally relevant and linguistically responsive education; systems theory; learning and achievement; talent and leadership development; P-20 school policy

Gwen Garrison

Clinical Professor of Education Director of Educational Evaluation and Data Analysis

Organizational effectiveness; diversity & inclusion; research & evaluation process; data systems; data management; data visualization and storytelling

Linda Perkins

University Professor Director, Applied Gender Studies

Women and African-American higher education, history and contemporary issues on women in higher education, especially Black women, global gender issues.

Mary Simpson Poplin

Senior Research Fellow Professor Emerita

Highly effective teachers in Los Angeles area; effective teaching methods; students, schools and poverty; differences between Judeo Christian and secular thought; Mother Teresa (worked with her in 1996)

Susan J. Paik

Educational productivity; talent and leader development; giftedness and creativity; learning and achievement; psychosocial and environmental factors; urban and international studies; underserved students; Asian Americans and education; family-school-community partnerships; research methods, design, and evaluation

Tom Luschei

International and Comparative Education; Economics of Education; Teacher Quality, Teacher Policy, and Teacher Distribution; Education Policy across the Americas; Bilingual Education Policy and Practice

Torie Weiston-Serdan

Clinical Assistant Professor

Critical mentoring; critical youth work; non-profits and social enterprises; diversity and equity; non-profits and philanthropy; youth-serving non-profits; culturally sustaining pedagogy; abolitionist teaching; Black Feminism in education; learning and teaching

Guan K. Saw

Associate Professor of Education

Educational inequality; diversity and inclusion; STEM education and workforce; college access and success; sociology of education; educational psychology; educational evaluation and policy analysis; quantitative, qualitative, and mixed methods; health disparities

Rebecca Hatkoff

Interim Director of Teacher Education and Clinical Assistant Professor

Critical Social Justice Teaching Competencies; Classroom and School Ecology; Effective and Empowering Pedagogy for all Students, Teacher Candidates, and Teachers; Strength-Based Views of Schools, Teachers, Students, Households, and Communities

Program Features

• You will take an introductory course, Proseminar for Doctoral Study, designed to orientate you to doctoral study. Toward the end of your program, you will take another course, Capstone for Doctoral Research, to prepare you for the move from coursework into doctoral research and dissertation writing.
• Sample research and methods courses include: Introduction to Educational Evaluation, Assessment & Effectiveness, Introduction/Advanced Qualitative Inquiry, Introduction/Advanced Quantitative Research Methods, Research Methods & Design, Community-based Participatory Research – Focus on Transformative Movement Organizing, Research Practicum
• CGU embraces transdisciplinary learning and thinking. To foster the ability to communicate across discipline areas, you will take at least one transdisciplinary course.

Application Guidelines

Key dates and deadlines.

CGU operates on a priority deadline cycle. Applicants are strongly encouraged to submit complete applications by the priority dates in order to assure maximum consideration for both admission and fellowships.

Once the priority deadlines have passed, the University will continue to review applications for qualified candidates on a competitive, space-available basis. The final deadlines listed are the last date the University can accept an application in order to allow sufficient time to complete the admissions, financial aid, and other enrollment processes.

Spring 2024 Priority Deadline – November 1, 2023 Final Deadline (International) – November 15, 2023 Final Deadline (Domestic) – December 1, 2023 Classes begin – January 16, 2024

Summer 2024 Priority Deadline – February 1, 2024 Final Deadline (International) – March 1, 2024 Final Deadline (Domestic) – April 1, 2024 Classes begin – May 13, 2024

Fall 2024 Priority Deadline – February 1, 2024 Final Deadline (International) – July 5, 2024 Final Deadline (Domestic) – August 1, 2024 Classes begin – August 26, 2024

Review General Guidelines

ESTIMATED TUITION (CALIFORNIA RESIDENTS, NON-RESIDENTS, INTERNATIONAL)

*Based on 2023-2024 tuition rates.

STUDENT FEES (PER SEMESTER)

For estimates of room & board, books, etc., please download CGU’s  Cost of Attendance 2022-2023  .

Review General Costs

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PhD in Education (College Student Affairs Administration-Athens Campus only)

The Ph.D. in Education (College Student Affairs Administration-Athens Campus only) provides you with the knowledge and skills to create and enhance the educational environments of colleges and universities.

Through research, coursework, discussion, and out-of-class experiences, this program helps foster intellectual, psychosocial, and professional growth. We prepare you to advance professionally as faculty members and college student affairs educators.

• Department is consistently ranked in the top three in the nation by U.S. News & World Report
• All faculty members have served as practitioners
• Graduates find rewarding careers as faculty members and student affairs administrators
• All students complete teaching internships in the CSAA master’s program
• Individual independent research projects include an initial study and a dissertation, as well as opportunities on research teams

The Ph.D. in College Student Affairs Administration uses a theory-to-practice-to-theory philosophy and model. This design educates scholar-practitioners and professionals engaged in evidence-based work contributing new knowledge to the field.

Coursework readies students for advanced positions in college student affairs administration, faculty positions in graduate student affairs preparation programs, and positions in student affairs assessment, evaluation, and outcomes research.

Full-time students generally complete the Ph.D. in three to four years. While the program admits both full-time and part-time students, all doctoral students meet weekly in a doctoral seminar.

In this program, you will:

• Take courses related to theoretical foundations and practical applications of student affairs work
• Select additional courses in relevant areas to support research and other interests
• Receive training in both quantitative and qualitative methods
• Partner with faculty as part of a research team
• Complete at least one teaching internship
• Prepare both an initial independent research project and a dissertation involving original research

Students entering the program with less than five years of full-time professional experience also complete an administrative internship.

Required coursework topics for the Ph.D. in College Student Affairs Administration includes:

• Equity and inclusion in student affairs
• Student affairs administration
• Advanced theories of college student development
• College student characteristics and issues
• Organization development, policy development, and consultation
• Environmental and facilities management
• Outcomes assessment and program evaluation
• Research methods

The research and evaluation core includes:

• Applied analysis of variance
• Applied correlation and regression methods in education
• Qualitative research in education

You will also take part in elective courses and internships. These experiences lay the groundwork for completing your dissertation.

As a student in the Ph.D. program, you benefit from the guidance and instruction of our faculty. Faculty members have broad experience in student affairs as practitioners, researchers, and teachers. Research and teaching interests include college environments, gender issues, identity development, assessment, poverty, supervised practice, and access and inclusion.

The Ph.D. program is a community of practice. Students represent diverse backgrounds and while they take courses together, each is crafting the experience to best meet their needs as a student. Limited enrollment ensures students receive ample individual attention and meaningful personal interaction with faculty throughout the program. The intentional community of practice model helps students develop professional relationships with each other.

• Student Handbooks

Live Information Sessions and Q&A with Faculty

In the Fall and Spring, a student affairs faculty member hosts a one-hour virtual meeting for anyone interested in the UGA doctoral programs in student affairs or hoping to speak directly to a faculty member about the programs. The faculty member hosting these meetings teaches in both the Athens campus Ph.D. in college student affairs administration (CSAA-D) program and the Griffin campus (hybrid) Ed.D. in student affairs leadership (SAL) program and speaks to both programs at the meetings. The meeting will begin with a brief (30 minute) information session that introduces both of the doctoral programs in student affairs and answers frequently asked questions.

The remaining time (30 minutes) will be reserved for questions and answers (Q&A) for prospective students, where attendees can speak directly to a faculty member about either or both programs and ask any remaining questions not covered in the information session.

Advanced registration is required. Please select one of the dates below to register for a live Information Session and Q&A with a faculty member.

Upcoming Dates

There are no upcoming events at this time.

Video: Pre-Recorded Information Session

Did you miss the Live Information Sessions? Watch this video to learn detailed information about the College Student Affairs Administration Ph.D. program!

How to Apply

Part 1: apply to the university of georgia.

The Graduate School handles admission for all graduate programs at the University of Georgia, including those in the College of Education. The Graduate School website contains important details about the application process, orientation, and many other useful links to guide you through the process of attending UGA at the graduate level.

Start A Graduate School Application

Part 2: Apply to the Ph.D. in Education (College Student Affairs Administration-Athens Campus only)

To apply, submit the following:.

Graduate School application

Official transcripts

Statement of purpose

Curriculum vita/Resume

3 letters of recommendation

TOEFL or IELTS (international students only)

Writing Sample: If invited to interview, a writing sample is required to be submitted as part of the admission process.

If invited to campus, (1) an email will be sent with specific instructions about the structure and focus of the paper (2) with two weeks to write and electronically submit the writing sample.This requirement is intended to provide the faculty with critical information on one’s ability to frame, analyze, and offer perspective on a current higher education issue of one’s own choosing.

Note: The GRE is not required for admission into the Ph.D. college student affairs administration (Athens campus) program.

Admission is based on the following:

• Undergraduate and graduate academic achievement
• Professional contributions to the field
• Quality and extent of professional work experience
• Personal goal compatibility with program goals
• Potential for success as a professional scholar/practitioner
• Demonstrated commitment to the field

Applicants must have completed a master’s degree from accredited universities and have successful full-time professional work experience. Full time students should have at least two years of post-master’s work experience in student affairs; part-time students who work full time in student affairs while enrolled in doctoral study need at least one year of post-master’s work experience in student affairs prior to initial enrollment.

The admission and graduate assistantship decision processes take place concurrently. Both interviews will be handled during the on-campus interview component of the admissions process.

Deadline To Apply

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Additional Resources

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Meet the Faculty

Most graduate students at UGA are not assigned to a faculty advisor until after admittance. A close working relationship with your advisor is paramount to progressing through your program of study.

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

Tuition Rates   Browse Financial Aid

Full-time students can apply for graduate assistantships to receive both a tuition waiver and stipend.

In addition to pursuing an individual research agenda, you may be an active member of one or more research teams during your time in the program. You will co-teach a master’s level student affairs administration course with a full-time faculty member. Some students pursue the Interdisciplinary Certificate in University Teaching to gain additional experience.

As a student, you may join the University of Georgia Student Personnel Association, which coordinates social events, professional development, and community service.

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

Schedule A Visit

Useful Links

• Newsletter (PDF)
• Program Blog
• Which program is right for me? (PDF)

Student Affairs

The Office of Student Affairs oversees student academic status and progress toward their degree as well as adherence to policies.  

The Student Affairs team upholds Harvard Griffin GSAS and Harvard community standards and oversees the academic calendar, administers non-resident and re-admission applications, and supports the dissertation submission process. We administer the MBTA Semester Pass program and organize a robust suite of events, including the International Summer Institute, to welcome and onboard admitted international students. We also partner with key University offices and resources such as the FAS Registrar, Harvard International Office, the Derek Bok Center for Teaching and Learning, and more. We work closely with members of the Student Center at Harvard Griffin GSAS , Residential Life , Student Service s, and Title IX teams to best support students. 

The Office of Student Affairs counts on the invaluable support of Harvard Griffin GSAS Local Designated Resources Seth Avakian and Stephanie Clendenin. They work together to help students address issues of discrimination and bullying in an effort to carry out the University’s enduring commitment to providing an environment where all members of the community can teach, learn, research, and participate fully in the life of the University. 

If you have a concern about something that may have happened to you or that you may have observed or heard about in the community, contact Seth or Stephanie to share your concerns. Bringing a concern to the attention of a Local Designated Resource does not automatically launch an inquiry or investigation. You may request information about the steps involved in pursuing an informal resolution or filing a formal complaint as well as supportive measures, as appropriate.

Meet the Team

Have a general inquiry? Email [email protected] .  

Explore Events

Sexual and gender-based harassment policy and resources.

No member of the FAS community, on the basis of sex, sexual orientation, or gender identity shall be denied the benefits of or subjected to discrimination in any University program or activity.

Sexual Harassment/Assault Resources & Education Counselors

Sexual Harassment/Assault Resources & Education counselors provide a range of confidential and privileged services to support individual and community healing from harm, as well as prevention education initiatives designed for Harvard students, faculty, staff, and post-doctoral fellows.

Sexual Harassment and Other Sexual Misconduct: Resource Guide

Counseling and mental health service.

HUHS Counseling and Mental Health Service provides confidential support to students year-round.

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Higher Education and Student Affairs (EDUCST-PH, HEA)

Specialization leading to Doctor of Philosophy in Educational Studies

Educational Studies Core (6 hours)

Common core (6 hours).

Core 1 Course (3 hours)

• EDUCST 6891 Proseminar in Educational Studies (3)

Core 2 Course: Choose from one of the following courses (3 hours)

• EDUCST 5765 Grant Writing (3)
• ESEPSY 7404 College Teaching (3)
• ESEPSY 8404 Academic Writing in Education: Reviewing the Literature (3)
• ESEPOL 7100 Writing for Educational Policy Audiences (3)
• ESPHE 6403 Ethics and the Professional Context of Teaching (3)
• EDUCST 6892 Educational Policy and Inequality in Social and Cultural Context: Integrating Research Traditions (3)

Specialization Requirements (33 hours)

Required courses (12 hours).

• ESHESA 7540 Higher Education Institutions and Core Academic Issues (3)
• ESHESA 8560 Legal Aspects of Higher Education Administration (3)
• ESHESA 8552 Impact of College on Students (3)
• ESHESA 8515 Advanced Seminar in Theories of College Student Development (3)

Equity, Diversity, and Global Engagement Requirement (choose one, 3 hours)

Consult with faculty advisor for alternatives

• ESHESA 7520    Diversity in Higher Education
• ESHESA 7550    Gender in Higher Education
• ESHESA 7558    Broad Access Institutions and Community Colleges (3)
• ESHESA 7570    Internationalizing Colleges and Universities (3)
• ESHESA 7580    Critical Race Theory in Higher Education (3)
• ESHESA 7750    Facilitating Intergroup Dialogues in Higher Education (3)
• ESHESA 7854    Activism on College Campuses (3)

Supporting Courses (12 hrs)

Students are required to take 4 courses in consultation with their advisor in an area of interest relevant to the study of higher education.

Cognate Areas (Sample):

• Diversity Issues in Higher Education and Student Affairs 
• Critical Theoretical Perspectives in Higher Education
• Critical Pedagogies and Research Methods

Internship Requirement (6 hrs)

• ESHESA 8191 Professional Internship (minimum 6 hours)

Research Core (12 hours)  

(Choose four, minimum 12 hours) At least one course must come from each methodology area (“quantitative” or “qualitative”). 

Quantitative Courses (sample):

• ESQREM 7627    Sampling Designs and Survey Research (3)
• ESQREM 7648    General Linear Model I: Introduction to Regression and ANOVA (4)
• ESQREM 7658    General Linear Model II: Advanced Regression and ANOVA (4)
• ESQREM 8648    Multivariate Analysis (3)
• ESQREM 8658    Applied Multilevel Data Analysis (3)
• ESQREM 8659    Structural Equation Modeling (4)

Qualitative Courses (sample):

• ESQUAL 7240    Life History Interviewing (3)
• ESHESA 7256    Designing Qualitative Research in HESA Contexts (3)
• ESHESA 8895    Seminars: (Designing Qualitative Research in HESA Contexts) (3)
• EDUTL 8010       Critical Discourse Analysis (3)
• ESQUAL 8280    Qualitative Research in Education: Paradigms, Theories, and Exemplars (3)
• ESQUAL 8290    Qualitative Research in Education: Methods and Analysis (3)
• ESHESA 8895    Seminars: Qualitative Research Methods (3)

Specialized Sequence:

Students, in consultation with their advisors, may design their own methodology sequence. This is particularly suited to humanistic scholarship in education (e.g., history or philosophy of education). To complete a specialized sequence, students must take four methodology courses relevant to their research interests. Specialized research plans are approved by the Graduate Studies Committee.

Research Apprenticeship (9 hours)

Consult with faculty advisor

• EDUCST 8191 Research Apprenticeship: Educational Studies (1‐12)

Dissertation Requirement (3 hours)

• ESHESA 8999 Dissertation or Thesis Research: Higher Education and Student Affairs (minimum 3)

Minimum hours post‐MA/MS: 63

Note: Students exact curriculum may vary depending upon program of study determined by student and advisor. 

Student Affairs

Graduate Admissions

Higher Education & Student Affairs (MA, EdD, PhD)

The MA, EdD, and PhD in Educational Policy and Leadership Studies with a focus in Higher Education & Student Affairs are awarded by the Graduate College. The MA is a nonthesis degrees.

Applicants must meet the  Admission Requirements of the Graduate College  and the department offering the degree program (review the department's web site or the General Catalog for departmental requirements).

Please note that most students admitted to the HESA PhD program hold a previously earned master’s or equivalent degree.

Tuition and fees vary by degree program and the type of student you are.

• Fall semester—Dec. 15
• Spring semester—not offered
• Summer session—not offered
• Fall semester—applications for priority consideration are due by Feb. 1 and on a rolling basis after that
• Summer session—applications for priority consideration are due by Feb. 1 and on a rolling basis after that
• Materials will be reviewed and applicants will receive a decision by the end of January
• Decisions will be made on a rolling basis

Both Early Action and Regular Decision applicants will be equally likely to be considered for funding and/or assistantships for which they are eligible.

The graduate application process has two steps

• You must first submit the online application to the Graduate College and pay the $60 application fee by credit card ($100 for international applicants).
• Once you have submitted your application, you will receive an email instructing you on how to upload your supporting documents and submit letters of recommendation. A few programs require materials be sent directly to them. However, almost all supplemental material can and should be uploaded from your Admissions Profile in MyUI , our online service center for applicants and students. You can only access this AFTER you have submitted your application.

GRE scores are not required for this program.

Degree Program Supplemental Materials

• A statement of purpose (1-3 pages) that includes your professional and/or research interests, whether you plan to enroll full- or part-time, and how your goals and experiences are consistent with the HESA program’s mission and values.
• A résumé or curriculum vitae

Recommendations

The application requirement section of your Profile includes an electronic letter of recommendation feature. If your program of study requires letters of recommendation, you will be asked to give the contact information of your recommenders including their email on your Admissions Profile. The recommender will then get an email giving them instructions on how to upload the recommendation letter and/or form. At least one letter should be from a college professor or instructor.

• Three letters of recommendation

Materials to send to Admissions

• A set of your unofficial academic records/transcripts uploaded on your Admissions Profile. If you are admitted, official transcripts will be required before your enrollment. For international records, all records should bear the original stamp or seal of the institution and the signature of a school official.  Documents not in English must be accompanied by a complete, literal, English translation, certified by the issuing institution.
• International students may also be required to submit TOEFL, IELTS, or DuoLingo scores to comply with the university's English Language Proficiency Requirements .
• Once recommended for admission, international students must send a  Financial Statement .

Apply Online , the $60 application fee ($100 for international students) is payable by Discover, MasterCard, or Visa.

College of Education The University of Iowa N310 Lindquist Center Iowa City, IA 52242  [email protected] 1-319-335-5359

Enrollment Management The University of Iowa 2900 University Capitol Centre 201 S. Clinton St. Iowa City, IA 52242 [email protected] 1-319-335-1523

• International Applicants

Higher Education Doctorate

Doctorate (edd, phd), edd deadlines.

We welcome applications on a rolling basis. The next priority application deadline is July 15, 2024.

PhD deadline

Applications for PhD will open Fall 2024.

Full and partial assistantships

Online learning options

Full-time or part-time options

Program overview

Whether you want to become a faculty member in higher education, pursue leadership positions in colleges and universities, or contribute new knowledge about higher education, Warner’s flexible doctoral programs in higher education will help you achieve your goals.

We invite you to check out our doctoral programs, and see how you can benefit from the expertise and support of faculty involved in cutting-edge research and innovative education reform projects, while pursuing your specific interests.

The Warner School's PhD and EdD programs in higher education can be easily customized to meet your specific career goals and interests in areas such as student affairs, higher education leadership, and administration. No matter what specialization you are interested in, Warner will work with you to help you achieve the goals for your doctoral program.

Key program features

• Minimum Credits:  90 graduate credits; some of which can be transferred from previous programs (up to 30 credits for PhDs; up to 36 credits for EdDs).
• Customizable: Programs include a mix of research, core/specialization, and elective courses to enable you to tailor the program to your career interests and needs. You also can take advantage of the opportunity to complete an advanced certificate in program evaluation or online teaching for few additional required credits.
• Choice of Research Methods: Benefit from a vast array of research methods courses, and choose from a variety of research methods for your dissertation.
• Exciting Research Opportunities: Warner faculty are always working on exciting projects that can provide opportunities for research apprenticeships and assistantships.
• Flexible: Programs can be completed on a full-time or part-time basis, starting in any semester.
• Residency: PhD students must complete a minimum residency requirement of one year (full-time students) or two years (part-time students).

Prerequisites

• A master’s degree in higher education or a related field.
• Relevant work experience in higher education is highly desirable.

Scholarships, Tuition, & Financial Aid

60% tuition scholarship.

Receive a scholarship of up to 60% of tuition plus an annual stipend of $5,000 to $7,500, $1,700 toward meal plans, and more.

Doctorate program options

What's the difference between an EdD and PhD?

PhD in Education with Concentration in Higher Education

Prepares graduates for academic positions in universities and other higher education settings, as well as research positions in government agencies or other educational organizations. Coursework for the PhD in education (with specialization in higher education) .

EdD in Educational Administration with Specialization in Higher Education

Prepares and supports experienced educators for leadership positions in their field, as well as selected higher education faculty positions; can be completed on a part-time basis while maintaining full-time employment. You can choose between two options to complete the same program requirements.

Choose our  accelerated EdD option , featuring a highly structured, faculty-supported, and cohort-based approach that utilizes a decision analysis program evaluation models related to your job, that can be completed in as few as three years by taking coursework in a prescribed sequence. Alternatively, opt for the  traditional EdD option , which offers more flexibility in dissertation methodology and pace and typically takes longer to complete.  

Additional specialization options

Advanced Certificate in Program Evaluation

Advanced Certificate in Online Teaching

Customize your degree

Our degrees are designed to meet your interests and career aspirations. Whether you want to add an advanced certificate or specialize in a distinct area of emphasis, we can help craft the best option for you.

Ready to apply?

Career opportunities.

Graduates of our EdD programs in higher education are prepared to assume a variety of senior administrative positions in higher education institutions of all types, as well as faculty/teaching positions in programs aimed at preparing the next generation of higher education practitioners.

Graduates of our PhD program in higher education are prepared to assume faculty and research positions in higher education institutions, as well as research, advocacy, and leadership positions in other higher education-focused organizations..

Core program faculty

Andrea Barrett Student affairs administration; academic operations Brian Brent Decision making; K-12 and higher education finance Eric Fredericksen Online teaching and learning

Nathan Harris University leadership and governance; ethical issues Tricia Shalka Impact of trauma on college students; trauma-informed practice in higher education Tiffany Steele Lived experiences of Black girls and women in education; minoritized student & staff experiences

Contact admissions

(585) 275-3950

[email protected]

Request information

Receive a $70 application fee waiver when you complete the form below.

Take a course before you apply

Take a course before you apply to one of our programs for a discounted price. Inquire with admissions to learn about credits that also apply toward degree requirements.

Related certificates and degrees

Related degrees.

• EdD/PhD in Teaching and Curriculum
• PhD in Educational Policy
• EdD in Educational Leadership
• EdD/PhD in Human Development
• EdD/PhD in Counseling

Start your application

Graduate Program Directory

• Institutional Information
• Program Description
• Curriculum Description
• Program Requirements
• Learning Outcomes
• Faculty Information
• Student Information
• Admissions Requirements
• Contact Information

Search the Directory | Manage your Listing*

Member spotlight.

As a newer member to NASPA but not the Student Affairs field, it has been professionally refreshing to dig into the wealth of resources available through this association. Having access to so many publications, unique learning opportunities, events, as well as the ability to connect with peers and mentors is invaluable. I look forward to continuing to be a part of this community!

Jaime Takahashi

Peer Learning Coordinator University of Lethbridge -- Region V

My initial membership with NASPA dates back to 2007, however, more recently I have found my home with volunteer experiences in Region IV-E, with the AVP Steering Committee, and as a Faculty member and now Institute Director of the NASPA Institute for New AVPs. My involvement has given me many tools to enhance my experiences as a professional while also having the opportunity to give back to a field that I love dearly.

Taléa R. Drummer-Ferrell, Ph.D.

Associate Vice President for Student Life and Dean of Students Kent State University -- NASPA Region IV-E

I've been a NASPA member since 2011 and have been volunteering in different capacities throughout my time in NASPA. Since 2019, I've been serving as one of Region I's Foundation Ambassadors and have enjoyed educating members about the opportunities available to them through the Foundation as well as raising money to hit our goals each year. I have made invaluable friendships and professional connections through NASPA and am thankful I decided to get involved over a decade ago.

Laura Flynn

Foundation Board Member

Director of Orientation and First Year Experience Brandeis University -- Region I

My engagement with NASPA since the outset of my career in 2018 has proven to be pivotal in my professional development. NASPA has seamlessly provided an invaluable platform for continuous learning and networking, particularly within the context of diversity, equity, and inclusion (DEI). Through this association, I have had the privilege of connecting with DEI peers from across the country, gaining profound insights and knowledge from their experiences and practices. The collaborative efforts within NASPA have significantly enhanced my ability to contribute to the creation of inclusive spaces for students, making it an indispensable asset in my ongoing journey of professional growth.

Kayla Gill, MSW

Senior Program Advisor University of Kentucky -- NASPA Region III

As someone beginning my career in Student Affairs, I have found NASPA to be a valuable resource. Specifically, NASPA's Early Career Development Institute has provided access to peers and mentors that have expanded my knowledge of the field and the sense of community I have within Student Affairs. I look forward to taking advantage of more NASPA opportunities in the future!

Elizabeth Parkman

Associate Director of Student Engagement University of Portland -- NASPA Region V

Taking Care of Ourselves & Each Other

• Health & Well-Being

Welcome to Stanford. 

We are committed to educating students to make meaningful contributions as citizens of a complex world.

Flourish Stories

We are honored to present the stories of Stanford students who have courageously shared their experiences on finding hope, healing, resilience, and joy through their mental health journeys. 

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Neighborhoods were designed to be your home at Stanford, and now is the time to truly make it yours. Explore more information about the neighborhoods, connect with local staff, find out what events are happening and explore the types of houses found within each one.

Graduate Life Office

We are a division of the Office of the Vice Provost for Student Affairs and is guided by Our Most Important Work. We serve the entire graduate student population at Stanford and their families. GLO deans are a source of comprehensive, impartial guidance and information related to all aspects of your life as a graduate student.

Resources for campus events, safety, and well-being

During a time of heightened anxiety and concern in light of events in Israel and Gaza, we are committed to providing for the safety and well-being of the campus community. 

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Student Affairs in Higher Education M.S.

Hear from CSU’s Student Affairs in Higher Education faculty-practitioners about how you can gain practical knowledge and skills in higher education administration, working with students, program development and implementation, and DEIJ when you earn your master’s in student affairs online.

Earn your master’s degree in just two years

This online student affairs in higher education (SAHE) Master of Science degree prepares you for a career in student affairs through a curriculum taught by faculty who are both scholars and practitioners. Through the SAHE program, you will learn professional competencies needed to be successful in a wide range of settings on college and university campuses, including:

• Career Development
• Student Activities
• Residence Life
• Assessment and Evaluation
• Student Success

Gain broad professional knowledge and experience

Through coursework and practicum experience, you will gain professional knowledge and skills to help you succeed in any student services capacity, increase your ability to work directly with students, communicate effectively, and support student success.

Topics of study include:

• Theories, assessment and evaluation related to student affairs practice
• Cross-cultural, equity, and justice issues within the context of higher education
• Current issues and practices in the student affairs profession

Expand your worldview

Diverse backgrounds and experiences enrich student affairs graduate programs, so CSU aims to include students from across the United States, and around the globe, from a variety of backgrounds — including recent graduates of bachelor's programs, current employees in entry-level student affairs positions, and those with years of higher education and student affairs experience.

Take advantage of career-building opportunities

Unlike many student affairs graduate programs, CSU is one the few in the country that sponsors a journal for graduate students. Learn how to write, submit, and publish graduate-caliber work that will increase your marketability in future career paths.

Rather than completing a thesis or comprehensive exam, you will complete a culminating paper that showcases your learning, research, and practical experiences applied to current issues in student affairs in higher education. Get valuable faculty feedback that integrates real-world experience and scholarly theory to improve your practice.

Learn from experts in the field

Faculty in the School of Education have significant experience as practitioners working in the field of student affairs. By learning from and collaborating with knowledgeable instructors, you will gain access to evidence-based tools, strategies, and research.

Health and Human Science Matters Podcast

Find out how CSU’s research is making an impact by tuning into the Health and Human Science Matters Podcast , a collection of lively, engaging conversations with members of the college community.

The SAHE graduate program provides learners with a wide range of skills needed to work as a practitioner in student affairs and higher education administration in a college setting.

Graduates are currently employed in:

• Student affairs in the following areas: admissions, academic advising, alumni relations, campus activities, campus recreation, career services, dean of students, enrollment services, fraternity and sorority life, health and wellness, University housing, student conduct services, orientation and transition programs, parent and family programs, student center/union management, student leadership development, and student diversity programs
• Higher education administration in the following areas: administration, financial management, facilities management, and the general counsel's office
• Non-profit management
• Training and development in the private sector

What do our students have to say about CSU's online student affairs in higher education master's? Find out what they think about the curriculum and faculty, how they have benefitted from the program personally and professionally, and how Colorado State University Online makes it possible to fit quality education into their lives.

Kimberly Tilus-Hutchings

Hear how the SAHE program allows Kimberly to apply what she learns in her classes at 8:00 in the evening directly to her work at 8:00 the next morning at Dillard University in New Orleans.

Samantha Park

See how CSU Online allows Samantha to pursue her master's degree in student affairs at the school of her choice, regardless of where she's living.

Sheena Martinez

Hear Sheena discuss how this degree has helped her apply research-based practices to improve her job performance as a student support administrator.

Steve Willich

Watch Steve tell his story of what led him to work in GLBT student services, and how CSU's online master's program has allowed him to advance his career.

The M.S. in Student Affairs in Higher Education is delivered via the Canvas learning management system. This system allows you to watch lectures, engage in course content, and communicate with peers online. Courses are asynchronous, allowing you to study at the time that best fits your schedule. In your courses, you will:

• View videos and annotated PowerPoints online
• Download and review lecture notes
• Complete assigned readings
• Communicate and exchange ideas with instructors and fellow students
• Complete individual projects and collaborate on group projects
• Study for and complete exams
• Write course-related papers
• Participate in practicum experiences*

*Students are required to complete one practicum experience to develop and enhance skills related to the student affairs profession. A practicum can be completed in a wide variety of locations, either near your home or abroad.

Here are some reflections from past student experiences outside of the US:

• Joe Kowalczyk
• Khouri Markos
• Kristal Sawatzke
• Studying in Toronto

Although online learning offers flexibility, this program still requires the same amount of work as an on-campus program. Depending on your learning style, expect to spend nine to twelve hours per week on a three-credit course.

Carmen Rivera

She/Her/Hers Interim Chair, M.S. in Student Affairs in Higher Education

Dr. Carmen Rivera currently serves as the co-chair of the Student Affairs in Higher Education master’s program and as the Talent Manager for Organizational Development for the Division of Student Affairs at Colorado State University.

One of the first things she tells folks is that she is from northern New Mexico and where she’s from is fundamental to who she is. As a first-generation college student, she earned her bachelor’s degree in Mexican American studies and Spanish from the University of Northern Colorado. She then went on to earn her master’s degree in student affairs in higher education and her Ph.D. in higher education leadership from CSU.

Dr. Rivera's higher education career began when she worked for the Upward Bound program. She worked in TRiO for more than 13 years, then worked in international education as the Director of Student Experience at INTO CSU for several years. Additionally, she’s a faculty member for the Social Justice Training Institute and a consultant in the areas of social justice and leadership. One of her most important roles is raising her two super awesome sons with her super awesome wife. She loves 90’s R&B, travelling, cooking, and is obsessed with all things Frida Kahlo.

• B.A., Mexican American Studies and Spanish, University of Northern Colorado
• M.S., Student Affairs in Higher Education, Colorado State University
• Ph.D., Education and Human Resource Studies specializing in Higher Education Leadership, Colorado State University

View Carmen Rivera's Full Bio

Bryce Buckley

He/Him/His Business and Graduate Operations Coordinator

• Business and Graduate Operations Coordinator
• Email: [email protected]

View Full SAHE Program Leadership

Requirements.

You are required to complete 33 graduate credit hours. During your final semester, you will complete the Culminating Paper that showcases your ability to take knowledge and experience from the SAHE coursework to identify how your practice is informed by a theoretical and practical understanding of how you frame a practitioner-scholar philosophy of student affairs in higher education to meet the current needs of the field.

Sample Curriculum Timeline

Two-year completion.

• EDHE 660 – Financial Management in Student Affairs (2 cr.)
• EDHE 670 – College Student Personnel Administration (3 cr.)
• EDHE 672 – Ethical and Practical Issues – Student Affairs (2 cr.)
• EDHE 673 – Student Development Theory (3 cr.)
• EDRM 600 – Introduction to Research (3 cr.)
• EDUC 686A – Practicum-Administration (2 cr.)
• EDHE 661 – Inclusive University (3 cr.)
• EDUC 502 – Human Relations in Education (3 cr.)
• EDHE 677 – Law in Student Affairs (3 cr.)
• EDHE 676 – Organizational Behavior in Student Affairs (3 cr.)
• EDRM 667 – Assessment & Evaluation (3 cr.)

Students who need a longer timeline to degree should work with their advisor on an appropriate course plan.

Application Deadlines

Start your application online and upload materials directly into the online system. You can save your progress and return any time.

1 Review Admission Requirements

The student affairs in higher education master's degree requires that applicants have the following:

• A bachelor's degree from a regionally accredited institution
• A 3.0 GPA on all undergraduate coursework
• GRE scores are not required

While not required, undergraduate activities in student affairs or other leadership experiences are important to the application. Volunteer work after a bachelor's degree is earned is also helpful. Meeting the minimum department standards does not ensure admission to the program. Admission to Colorado State University graduate programs is based on a number of factors, including prior academic experience and completion of an admissions interview.

2 Prepare Application Materials

Prepare the materials below and upload when you apply online.

The mission of the Master of Science in Student Affairs in Higher Education (SAHE) is to prepare well-rounded, competent, and inclusive student affairs practitioners. Our students effectively engage in critical analysis through reflection and action (praxis) to demonstrate transformative learning grounded in an ethic of love. A central component of the SAHE program is engaging in intentional, reflective practice as a foundational skill necessary to be an effective professional in student affairs. This is both a process and an outcome such that reflection-on-action happens in the program to produce practitioner-scholars who can effectively reflect-in-action as a foundational skill. Colorado State University’s Principles of Community also guide us.

Through engaging in such reflective practice, as well as receiving formal and informal feedback, students who participate fully in the learning experience offered through the SAHE program will develop knowledge, skills, and dispositions applicable to their professional practice.

The Statement of Purpose is intended to be a personal and professional statement that demonstrates your alignment with the SAHE program’s mission, values, and intended outcomes, as well as your readiness to engage SAHE’s curriculum.

Keeping all this in mind, please write your statement responding to the prompts below. Your statement must not exceed 1000 words (approximately four pages) and should be written in 12-point font and double-spaced.

• What do you understand to be the work of student affairs, within the college/university as well as the education of students, and why does that speak to you as a professional goal?
• Describe what steps of reflection guide you personally and/or professionally as you engage others.
• Please discuss a situation that highlights your strengths and challenges when working with others (e.g., academic group project, work experience, athletic team, service project, etc.).
• How do your GPA and undergraduate program of study reflect your ability to learn, reflect, and academically succeed in a graduate program?
• Why do you believe CSU and the SAHE program would be the most appropriate space for you to achieve your professional goals in student affairs?

Include any previous experience in student affairs and other relevant work experiences, along with position titles, dates of employment, institutions, and major responsibilities.

• We recommend selecting two references that are a current or former supervisor, a faculty member, and a student affairs professional.

3 Complete Online Application

Complete the online graduate application and pay the nonrefundable application processing fee (payable online). As soon as you have completed the required information, please submit your application. Your application will not be reviewed until it is complete and all required materials have been received.

• Select "Student Affairs in Higher Education (M.S.) – Distance" when choosing the program of study.

4 Request Transcripts

Request one official transcript of all collegiate work completed from all institutions attended. Transcripts from Colorado State University are not required. Transcripts must be received directly from the originating institution to be considered official.

Please Note: Students may be unconditionally admitted and registered in their first semester of courses with an unofficial transcript. Official transcripts must be submitted, prior to or during your first semester, before you can register for your second semester of graduate work. Failure to meet this condition will result in your dismissal from the Graduate School.

Electronic (preferred): Digital Transcripts must be submitted by the originating institution using a secure service such as parchment, eScrip-Safe, the National Student Clearinghouse, or e-Quals. Transcripts received via emails are considered unofficial. Use institution code 4075 for Colorado State University or [email protected] if the secure service requires an email address.

Mail (if necessary) Graduate Admissions Colorado State University – Office of Admissions 1062 Campus Delivery Fort Collins, CO 80523-1062

5 Interview for Admission

After the initial screening of applications by the SAHE faculty, candidates are contacted to set up 30-minute telephone interviews. This is also an opportunity for you to gain more information about the program.

The selection committee, comprised of SAHE faculty members who are also advisors in the program, conducts the program interviews.

Check Your Application Status

View your application status at any time to ensure your application checklist is complete or to check on updates.

Selection Timeline Applications will be reviewed after the June 1 deadline. Admit decisions will be made by late July.

For International Applicants

Proof of English language proficiency is required for applicants from countries or United States territories where there are official languages other than (or in addition to) English. This includes the U.S. territories of American Samoa, Guam, the Northern Mariana Islands, and Puerto Rico.

Learn more about English language proficiency requirements .

Not quite ready to jump into a master’s program yet? Consider earning a graduate certificate first. These programs offer advanced knowledge and skills, but with less time commitment than a degree. You can also transfer your certificate credits into the Student Affairs in Higher Education Master’s program, if you decide to continue your education.

Two graduate certificates transfer credits into the SAHE master’s program:

• Campus Crisis Management
• Student Affairs Administration

Get started with a free course

If you’re unsure whether this profession would be a good fit, consider taking the Exploring the Student Affairs in Higher Education Profession free online course. If you’ve ever considered what it might be like to work in areas such as college admissions, campus recreation, enrollment services, housing and dining, or other student affairs departments, take this risk-free opportunity to learn more about the field.

We love learning about your goals and answering any questions you have.

Program Details

• 3.0 GPA on all undergraduate coursework
• Math Entrance Exam scores recommended for applicants who have not taken the required prerequisites within the past 10 years

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Welcome to Student Affairs

The Office of the Associate Provost for Student Affairs provides leadership to and coordination among Harvard’s 13 schools through collegial vision and shared commitment to the success of undergraduate, graduate, and professional students. Please explore the menu items below and above to learn more about available resources.

Who should I contact?

If you are seeking guidance on support or resources, your first point of contact should be your School’s Office of Student Affairs . If you have questions about student wellbeing activities, cross-School collaborations, or University-wide student groups, please contact us .

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Higher Education, Student Affairs, & International Education Policy--Student Affairs Concentration, Ph.D.

The Ph.D. in Student Affairs prepares scholar-practitioners and researchers for advanced work in the field.  The Student Affairs Concentration (SAC) emphasizes student learning, development, and social justice, and is enhanced by the unique resources of the Washington, D.C. area including government agencies, professional associations, and non-profit organizations.

Entrance requirements include a Master's degree in college student personnel/student affairs, higher education, counseling, or a closely related field. Faculty include Drs. Kimberly Griffin  (Currently not taking new advisees due to serving as Dean of the College of Education) , Candace Moore , Julie J. Park , Michelle Espino , Christopher Travers , and Bridget Turner Kelly .

For more information visit the graduate admission requirements webpage. Select an area of interest from the various offerings in the College of Education to determine the admission requirements and deadlines. 

Admissions Information

Information about applying to the Student Affairs Concentration can be found here . 

Also, please refer to the University of Maryland  Guide to Applying  for guidance on the steps to follow and how to apply for graduate admission. If you have questions or concerns about the administrative process, we ask you to first review their list of  Frequently Asked Questions .  For questions about the application process, or to check on the completion of your application please contact:

Judy Foster,  Coordinator of Graduate Admissions Office of Student Services, College of Education (301) 405-2359                   

After you apply for graduate admission you may check your application status by logging into the  online graduate application  using your user name and password.  Graduate faculty in the Academic Department you applied to will review your completed application for graduate admission. 

Admissions Frequently Asked Questions

How do I apply? What is required?  You can access the application from the UMD webpage.  http://www.gradschool.umd.edu/application . We require a resume, personal statement, transcript(s), and three letters of recommendation. GRE scores are optional. Typically statement of goals/experiences are about 4-5 pages for a doctoral applicant and 3.5-5 pages for a masters applicant. Additional information about graduate admissions can be found here:  http://www.education.umd.edu/studentinfo/graduate_info/Admissions.html    When will I find out whether or not I have been accepted? We usually notify applicants about admission decisions in February. Didn’t you used to be called CSP? Where do you exist in HESI/CHSE? Yes! We have been the Student Affairs Concentration since 2011. We are a concentration/program within the broader program of Higher Education, Student Affairs, and International Education Policy (HESI), which exists in the Department of Counseling, Higher Education, and Special Education (CHSE). Please note that “Higher Ed” and “Student Affairs” are separate concentrations/degree programs within HESI. What can I do to strengthen my application? Use your personal statement to show us more than just your resume. We appreciate reflection on meaningful personal or professional/academic experiences (something that has made you who you are today), as well as reflection on social identities such as race, class, gender, or sexual orientation, etc. It is strongly recommended that Ph.D. students discuss research interests, as well.  What is the difference between the Student Affairs and Higher Education concentrations in the HESI program?  The Higher Ed concentration generally has a strong orientation towards policy and some of the macro-level dynamics that shape higher education. SAC required Ph.D. courses include courses on student learning, advanced student development, and social justice. For SAC masters students, the SAC curriculum has a counseling-based sequence and some required classes that focus on the development and experience of the college student. Students commonly take classes across the concentrations, and 1st year Higher Ed and SAC students take a first-year seminar together. In selecting one, we encourage you to review the curriculum and faculty in both concentrations. What are some unique features of your program?   Overall our faculty address issues related to race, social identities, diversity, and inequality, and we often attract students who are interested in these issues. For the masters program, unique features include the opportunity to take an intensive practicum with either the Counseling Center or to facilitate an Intergroup Dialogue. Students note that our seminar project/seminar paper/thesis option provides a particularly rigorous culminating experience. We also have affiliate faculty who work full-time in the Division of Student Affairs who serve as mentors for our students. For Ph.D. students, our location near Washington, DC offers a plethora of opportunities to do internships at local associations, think tanks, or the government. Our strong partnership with the Division offers additional opportunities to connect theory, research, and practice. Who should write my letters of recommendation?  For Ph.D. students, ideally at least two of the three references should be from academic sources (faculty/instructors who have had you in class). If you are unable to submit at least two academic references, you may offer an explanation in your statement of goals/experiences. Applicants may submit more than three letters of recommendation but we can only guarantee that three will be reviewed due to the high number of applications we receive.   What about assistantships, stipends, and tuition? Admitted students are invited to the Preview Program. Employers review resumes, students review job descriptions, and both send in preference lists. Interviews are scheduled during Preview. Over 60 assistantships were posted this year. You do not need to apply for assistantships prior to notification of admission. Both 9 and 12 month assistantships are available. Generally all attending students hold assistantships unless they are working full-time.  GRE Scores, GPA, and Provisional Admission GRE scores are OPTIONAL for both the masters and Ph.D. programs. A minimum undergraduate GPA of 3.0 is required, along with a graduate program GPA of 3.5 for doctoral applicants. Students who do not meet one of these requirements, but show other evidence of outstanding potential, may be considered for provisional admission. Provisional status is removed when students maintain a graduate grade point average of 3.5 or better after 12 credits of course completion. Part-time vs. Full-time We aim to admit the strongest group of students regardless of status, so we fully consider applications from part-time Ph.D. students, although we encourage full-time enrollment when possible. In general, masters students are expected to be full-time, on rare occasion we have accepted masters students on a part-time basis. Can I take classes without being admitted to the program? Yes, you can take several classes without being admitted to the program. If you contact Graduate Admissions ( [email protected] ), they can advise you as to how to be admitted as an "advanced special student" so that you can take any course that is open enrollment or with instructor permission.  You can view open courses at testudo.umd.edu. Some, but not all courses, may not be open to you. We generally restrict masters core courses to admitted students, doctoral courses are up to the discretion of the instructor so please contact the instructor for permission. Generally electives are open to advanced special students. Master's Degree for Ph.D. Students Generally we expect that Ph.D. students have a Master's degree in Student Affairs, Higher Education, Counseling, or another Behavioral Science or Education-based field. However we understand that people come to student affairs from a diversity of backgrounds. If admitted, you may need to plan a course of study with your advisor that may incorporate some Master's-level courses or a schedule of independent readings. (For example, taking Student Development Theory before taking Advanced Student Development) Work Experience for Ph.D. Students We encourage several years of full-time work experience for Ph.D. applicants. In rare cases, we may consider students who are coming straight from a masters program if they demonstrate exceptional academic achievement and aptitude. This trajectory is usually only recommended for those who desire to pursue a research-related position following the Ph.D. position. If an applicant's general goal is to work as a student affairs practitioner following graduate study, we generally discourage going straight into a Ph.D. program (or applying with limited work experience) from a Master's program due to the dilemma of being "over-prepared but under-qualified."  Please feel free to email  [email protected]  if you have additional questions.

Applications are due December 1. Please refer to the Guide to Applying for instructions on how to apply for graduate admission. International applicants should visit the International admissions webpage for additional information. If you have questions or concerns, we ask you to first review the Graduate School’s FAQ . We also have a special FAQ on the Student Affairs Concentration specifically, which addresses questions like the difference between SAC and the Higher Education Concentration. For other questions or to check on the completion of your application please contact:

Judy Foster , Coordinator of Graduate Admissions Office of Student Services, College of Education (301) 405-2359                 

After you apply for graduate admission you may check your application status by logging into the online graduate application using your user name and password. Questions regarding application reviews and decision recommendations should be directed to Department of Counseling, Higher Education, and Special Education (CHSE). Please contact:

Carol Scott , Coordinator of Graduate Studies Counseling, Higher Education, and Special Education (301) 405-8384

To sign up for a virtual admissions info session in October 2023, click  here .

The PhD Webinar will be held on Thursday, October 12th, from 6:30pm-7:30pm ET.

To sign up for one of the virtual admission info sessions, please complete this  form . 

Please email  [email protected]  for more information.

Academic advisement for graduate students is provided by the graduate faculty in the Department of Counseling, Higher Education, and Special Education (CHSE).   For advising information, please contact the Coordinator of Graduate Studies, Carol Scott at (301) 405-8384 or [email protected] .

Financial Aid/Scholarships Our students are largely funded through graduate assistantships.  These assistantships offer students high quality professional experiences, complimenting their student affairs graduate curriculum. Twelve-month assistantship remuneration starts at a minimum of $30,914 plus tuition remission and health benefits. Nine-month assistantships are also available. See the University's  stipend memo  for more information.  Some doctoral students may be recommended for fellowships. Admitted students are invited to participate in our Preview Program, which offers students a structured opportunity to apply for graduate assistantships across campus.  Students submit resumes and cover letters, and employers review applicants' materials, with both students and employers submitting preference lists. Interviews are scheduled during the Preview Program, with students receiving offers shortly after the program has ended. 

Required Core Courses are: EDHI 750 (International Higher Education or equivalent global issues course), EDCP 774 (Advanced Student Development Theory), EDCP 775 (Facilitating Student Learning), EDCP 776 (Social Justice in Student Affairs), EDCP 870 (First-year Ph.D. seminar held jointly with Higher Education Concentration), and EDCP 871 (3 rd year capstone).

Students are required to take six research courses plus 12 credits of dissertation credits. Required research courses are EDHI 672 (Modes of Inquiry in Educational Research), EDCP 742 (Examining College Environments and Outcomes—Quantitative Research Design), and EDCP 772 (Dissertation Proposal Development). Student are also required to take both EDCP 773 (Qualitative Research), a quantitative methods course, and an advanced methods course of their choosing.

Students design a three course (9 credit hours) professional concentration, which represents efforts to develop an area of expertise through coursework aligned with a general theme. They also take 9 credit hours of electives, only 3 credit hours of an internship or practicum can count towards this total.

Dr. Candace Moore, Program Director ( [email protected] )

Juanita Ariza, Graduate Assistant ( [email protected] )

Carol Scott, Coordinator ( [email protected] )

Academic deadlines are provided by the Office of the Registrar for the academic year. Students should refer to the deadlines listed in Important Dates  prior to the beginning of the degree completion semester.  

Students should check with their Department or Program for any deadlines it may have.  Please contact:

The student affairs program handbook is available here . 

Visit the Department of Counseling, High Education and Special Education  program handbooks and forms  page.

The  Graduate Student Life Handbook  provides information on academics, campus resources, finances, health, job opportunities, and information on how to get involved as a graduate student. 

Graduate students in the College of Education are responsible for meeting University and the Graduate School policy, and for meeting Program requirements.   The  Graduate Catalog   is the official listing of  Policies  governing graduate education at the University of Maryland.  The  schedule adjustment policy  is available from the Office of the Registrar and provides information on adding and dropping courses, penalties, and refund schedules.

Graduate students are required to submit various forms at specific points in the program and as part of the degree clearance process.  Please refer to  Steps Toward Graduation  to determine the steps and forms that are required.  The  forms for use by graduate students are available here. 

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The Vital Role of Student Affairs

By Emily Clemenson

Maria Ryan '19 '24 has found her vocation in helping community college students transfer and succeed at four-year institutions. 

Ryan, who herself transferred to the University of Dayton as part of the UD Sinclair Academy, is now a graduate of the Higher Education and Student Affairs master's program . The program encourages its students to incorporate their passions about higher education into the classroom, and Ryan has been able to analyze and research various aspects of the transfer student experience.

Ryan was studying education at Sinclair Community College when the UD-Sinclair Academy was first introduced. She jumped at the opportunity to transfer to UD and graduated in 2019 with a bachelor's degree in middle childhood education.

While working in the classroom, Ryan kept thinking about her experiences in college at Sinclair and UD, and the higher education professionals who helped her achieve her goals. So in the fall of 2021, Ryan started the Higher Education and Student Affairs program at the University of Dayton while continuing to work as a teacher. 

"I was originally nervous to complete the HESA program because I was still teaching full time," Ryan said. "I quickly learned that the curriculum of the classes help highlight the experiences and perspectives of everyone, no matter where they are in their journey."

She also had some meaningful conversations with other HESA program alumni, one of whom completed the program while working as a classroom teacher. This support gave her the confidence she needed to move forward.

The Higher Education and Student Affairs program can be completed in as little as two years with a full-time course load. Many students, like Ryan, choose to balance the program with a full-time job and take only one or two classes at a time. Part-time students usually graduate in three to four years.

The HESA curriculum includes coursework in student development, diversity, social justice and learning design. One vital component of the HESA program is the fieldwork experience. Students who are not currently working in higher education enroll in two separate 3-credit internships.

"I was able to participate in different areas within higher education and at different institutions to help me explore the departments and narrow down what matches my interests," Ryan said. "I was also able to begin networking, which was very helpful when it came time to apply for positions."

Assistant professor and program coordinator Graham Hunter says many students choose this program because of positive personal experiences in their own college career.

"Our students often know firsthand the powerful influence that a mentor or advisor can have in a college student's journey," Hunter said. "They are passionate about paying forward the help that professionals gave them in working with the next generation of students."

Ryan graduated with her master's in Higher Education and Student Affairs in May 2024 and has joined a network of hundreds of program alumni committed to working with college students and adult learners. She is working as a transfer specialist, helping students at community college get ready to transfer to a 4-year institution to complete their bachelor's degree — just like she had done a few years before. 

"My greatest takeaway is how important it is to reflect on our stories," Ryan said. "We all have different experiences that have guided us to where we are today and each moment served a purpose."

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Experiencing the Final Four

The right path will always find you.

Corey Kaeser, a University of Dayton '99 graduate, came to speak with Dr. Peter Titlebaum’s Sport and Wellness Seminar about the future after graduation and how it’s okay if not every senior has the rest of their life planned out. 

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Graduate Student Life at CWRU

Biomedical graduate student organization.

The Biomedical Graduate Student Organization (BGSO) seeks to unite biomedical graduate students pursuing master's and doctoral degrees in various biomedical graduate programs in the Case Western Reserve University School of Medicine, with the ultimate goal of enriching the student experience and promoting career and professional development.

BGSO was created by biomedical graduate students to represent and address the unique needs of all biomedical graduate students at Case Western Reserve University. In discussions with students, we have identified many important issues affecting student quality of life and educational training. We are committed to ensuring there is strong communication from the administration. BGSO will work with students and administrators to improve awareness about issues via newsletters, social media, and relevant seminars. 

BGSO is committed to creating social opportunities to allow students to create a supportive peer network. We are in regular communication with graduate department leadership and are committed to sharing student concerns whether they regard equity in academia, curriculum, training opportunities, or university resources. We hold regular general assembly meetings and social events. 

• Promote social and professional interaction between graduates and professionals of the School of Medicine
• Ease the transition into graduate school
• Connect students with appropriate university resources
• Advocate for the ever-changing needs of students

Alliance for Advancing Diverse Initiatives of Graduate Students

The underrepresented minority (URM) graduate students’ representative body of Case Western Reserve University, School of Medicine is in development and is known as the Alliance for Advancing Diverse Initiatives of Graduate Students (AADIGS). 

With a goal to foster and elevate student identity groups, as well as promote, engage, and advance initiatives that build upon graduate students in the various social, racial, ethnic and cultural interests with others within the Case Western Reserve University community.

If you're interested in building your community, reach out to Isaac Anaya to get started!

SACNAS Chapter

The Society for Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS) is a society of scientists dedicated to fostering the success of Chicano/Hispanic and Native American scientists — from college students to professionals — to attain advanced degrees, careers, and positions of leadership in science.

The SACNAS Chapter here at CWRU is dedicated to helping diverse students with professional development and mentoring resources in STEM and other fields.

Graduate Student Council

The Graduate Student Council (GSC) is the university-wide governing body from all graduate students at CWRU. They have a variety of ways to get involved, and have many programs throughout the year dedicated to the experience and development of graduate students.

University-Wide Offices

The departments of the Division of Student Affairs meet the academic and co-curricular needs of CWRU students and the university. Explore the following offices.

Graduate Student Life

The Office of Graduate Student Life's goal is to provide resources and detailed information that will assist graduate students during their time at CWRU, and provide the resources they need to be successful personally, professionally and academically.

Explore the Office of Graduate Student Life.

Student Activities and Leadership 

The Office of Student Activities and Leadership provides a variety of programs, events, organizations, and leadership opportunities for both undergraduate and graduate students.

View the Office of Student Activities and Leadership.

Dean of Students

The Dean of Students Office serves in an advocacy role for all students. The office assists students, parents, faculty and staff with all matters related to student life for academic success at CWRU, and provides support of students experiencing a range of challenges.

Explore the Dean of Students Office.

Disability Resources

Disability Resources is committed to assisting all CWRU students with disabilities by creating opportunities to take full advantage of the University's educational, academic, and residential programs.

Learn more about Disability Resources.

Flora Stone Mather Center for Women

The Flora Stone Mather Center for Women empowers all women and promotes gender equity and inclusion throughout the Case Western Reserve University community.

Explore the Flora Stone Mather Center for Women.

LGBT Center 

The Lesbian Gay Bisexual Transgender Center exemplifies Case Western Reserve University’s commitment to serving its diverse student, staff, faculty, and alumni.

Learn about the LGBT Center.

Multicultural Affairs

The Office of Multicultural Affairs (OMA) works to develop an inclusive CWRU community, one that supports all students, respects and celebrates their identities, and facilitates their success.

Explore the Office of Multicultural Affairs.

Student Centers 

Thwing Center is a central gathering place for students, faculty, and staff at Case Western Reserve University, housing several student and staff organizations, outside community institutions, and space for campus and community events in meeting rooms or the Thwing Ballroom.

Learn about Student Centers.

University Health and Counseling Services 

The mission of UH&CS is to advance the success of our diverse student body through integrated medical, mental health, and wellness services, and to promote a culture of safety, respect, and global citizenship that fosters lifelong resilience.

Learn more about University Health and Counseling Services.

Two Caltech Students Named Hertz Graduate Fellows

The Fannie and John Hertz Foundation annually grants fellowships to exceptional students to fund their graduate study. This year, of the 18 students named Hertz Fellows, two are Caltech students: PhD student Andrew Laeuger and spring 2024 BS graduate Virginia Canestraight.

Hertz Fellows receive five years of funding for their graduate studies so that they may "pursue research that best advances our nation's security and economic vitality," according to the Hertz Foundation's press release .

Canestraight, a native of Okemos, Michigan, will soon graduate from Caltech with a BS in chemical engineering and begin her PhD in materials science and mechanical engineering at Harvard.

During her undergraduate career, Canestraight worked in the lab of Jonas Peters, Bren Professor of Chemistry and director of the Resnick Sustainability Institute, studying the effects of mass transport on electrochemical carbon dioxide reduction to value-added fuels like methane and ethylene. As a student in Mike Vicic's class, Optimal Design of Chemical Systems, Canestraight participated in a challenge to synthesize hydrogen fuel from seawater . She spent the past year developing numerical tools to model large-scale ocean degassing technology with Captura , a Pasadena-based start-up founded by Chengxiang Xiang, research professor of applied physics and materials science, and Harry Atwater, Howard Hughes Professor of Applied Physics and Materials Science, Otis Booth Leadership Chair of the Division of Engineering and Applied Science, and director of the Liquid Sunlight Alliance. Captura develops technologies that can be scaled to remove carbon dioxide from the ocean, allowing it to then absorb more carbon dioxide from the atmosphere to help restore Earth's climate.

Supported by the Hertz Foundation and the National Science Foundation Graduate Research Fellowship Program , Canestraight will join Zachary Schiffer's lab at Harvard to push the boundaries of electrochemical engineering for sustainable chemical synthesis.

Laeuger, who hails from Milwaukee, Wisconsin, is a PhD student in theoretical physics at Caltech. He aspires to predict the gravitational signatures of as-yet-undiscovered physical phenomena, with the hope that these can be sought and found in gravitational-wave observations. At Northwestern University, where Laeuger was an undergraduate, he helped to develop a novel high-frequency gravitational-wave detector to aid in this search.

"The 2024 Hertz Fellows embody the kind of transformative scientific talent needed to make an enduring impact on our nation and the world," Robbee Baker Kosak , president of the Fannie and John Hertz Foundation, said in the press release. "We are proud to welcome them to the community of visionary researchers that the Hertz Foundation has supported for more than six decades."

Canestraight and Laeuger will be joining a network of more than 1,300 Hertz Fellows from over the past 60 years, including two Nobel laureates, and numerous recipients of MacArthur Foundation "genius awards," the Fields Medal, the National Medal of Technology, and the National Medal of Science.

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ASC Graduate: William Christy

  Former student employees for NC State’s Academic Success Center share their experiences working within the program and how it helped prepare them for success after graduation.

The Academic Success Center (ASC) regularly hires tutors and academic peer mentors as well as writing consultants for its undergraduate and graduate writing centers. Both positions are on-campus, paid opportunities for students who enjoy helping their peers be academically successful.

To give a better idea of what it’s like being a student worker in the ASC, we spoke with some alumni who worked there during their time at NC State.

William Christy, M.A. English ‘19, started working as a graduate writing consultant. In that role, he worked with graduate students, guiding them through the higher-order and lower-order concerns of the writing process of their dissertations, theses, articles, abstracts, presentations, resumes, cover letters, and personal statements.

Here is what he had to say:

What did you enjoy most and what did you gain from your experience with the ASC?

The answer to this question is twofold: I enjoyed working with tutees from various cultural backgrounds and academic disciplines. My experience at the ASC allowed me to learn about the fascinating research that a portion of the graduate student body of NCSU was working on. I especially enjoyed working with returning tutees, as this experience gave me more opportunities to develop rapport with them, and it solidified my confidence in the world of academic support. Their consistent presence made me feel like my work mattered and that they trusted my advice.

Equally important during my time at the ASC was the training and one-on-one consultations with my supervisor, Dr. Wendy VanDellon. As a supervisor, she is second to none. While working with her for 11 months, I visited her office to discuss ways I could improve in my role. She gave me valuable wisdom on how to be an active listener, how to practice assertiveness, especially with regard to managing my time in a tutoring session, and how to incorporate multiple resources, such as writing handouts and the whiteboard, when explaining concepts of writing. Her patience and guidance were an invaluable treasure to me as a writing consultant, and I incorporate these qualities in my current role. 

What are you doing now, and what transferable skills from your job with the ASC have helped you in your current work?

Currently, I work as a learning specialist and tutor coordinator at Meredith College, an Adjunct Instructor of English at William Peace University, and a Bookkeeper at Bridge II Sports. One skill I transferred to all three jobs is the importance of building an effective rapport with every individual I work with. 

Regarding my roles at Meredith College, I applied patience and a growth mindset, which have guided me in my goal to help my tutors and students grow as successful individuals not only in college, but in their future professional goals as well.   

One skill I transferred from the ASC to my work at William Peace University is the importance of understanding that every student learns differently. Just as a writing consultant needs to meet their tutees where they are in the writing process for a session to be successful, so too must a teacher understand that their students come from a variety of cultural and educational backgrounds and, thusly, meet the students where they are in order for the students to be successful.    

What other perks or advantages did you enjoy from your work at the ASC?

Giving and receiving peer feedback was one of the most unique and valuable advantages of working at the ASC. This practice not only allowed my colleagues and me the opportunity to assess our strengths and areas of improvement, but it also provided us with the chance to build rapport with each other which, in turn, helped us learn from and trust one another. I have not encountered this practice before or since, and it is a practice that all paraprofessionals of academic support can benefit from. 

What advice would you give students who are considering applying to work for the ASC?

Keep a growth mindset, as it helps you not only in your work at the ASC, but also in your classes and professional aspirations. A growth mindset keeps an individual humble, as it pushes you to learn more. A growth mindset turns a good tutor into a great tutor, and a paraprofessional into a professional.  

If you are a current student interested in working as a tutor, peer mentor or writing consultant within the Academic Success Center, please apply here .

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More From Academic and Student Affairs News

Honors Program Student Spotlight: Krupa Bharodiya 

ASC Graduate: Saniya Pangare 

All About the Honors Ambassadors 

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• Search Committee Public Meeting Notices
• Accessibility at UF
• Drug and Alcohol Abuse Prevention Program (DAAPP)
• Drug-Free Workplace

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