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

at the University of Michigans School of Education is the preeminent

program for training future leaders of higher education.
Since its inception nearly 60 years ago, CSHPE has committed itself to addressing the most pressing
issues facing higher education institutions and to preparing scholars, practitioners, administrators, and
policymakers to efectively study and formulate creative solutions to these complex educational issues.
Our students and faculty bring a wealth of diverse backgrounds, experiences, and interests. Tis diversity
makes for lively classroom discussions, innovative research methods and scholarship, and multiple
perspectives in intellectual interactions. Te course of study is designed to guide students through the
breadth of higher education research while providing opportunities for in-depth exploration of topics and
issues.
Our faculty tackle such challenging questions as, where do students decide to go to college and why?
How do diferent education pathways afect the labor market outcomes of students? Which educational
practices promote the development of personal maturity, or that of intercultural and global competencies?
Our faculty study the multitude of dimensions related to access, equity, and diversity in higher education.
Tey also consider questions that explore specifc institutional policies and practices related to college
admissions, developmental education, and retention eforts.
Our graduates take on leadership roles and make, quite literally, a global impact in higher education. If
you are inspired by the possibility of advancing not only your own career, but infuencing the feld of
higher education in the process, I encourage you to connect with us to discover what Michigan can do for
you.
Michael Bastedo
Associate Professor and Director
Center for the Study of Higher and Postsecondary Education
Message from the Director
HIGHER EDUCATION
LEADERS WHO MAKE
A DIFFERENCE
OPPORTUNITIES TO ENGAGE IN RIGOROUS
RESEARCH AND MEANINGFUL PROJECTS
INFLUENCING NATIONAL, STATE AND LOCAL POLICY

Higher education faculty engage in many areas of research, ranging from issues of access and student
success, to the role of higher education in society. Tese projects provide important insights into higher
educations needs and challenges at the national, state, and institutional level. Te inquiry of such complex
issues is cause for introduction of innovative techniques and methods into the feld a pursuit our faculty
and students are particularly well equipped to enthusiastically tackle.


RESEARCH THAT EXAMINES THE IMPACT OF FINANCIAL AID PRACTICES AND
IMMIGRATION POLICIES ON ACCESS TO HIGHER EDUCATION
For the frst time in U.S. history, delinquency rates on student loans are higher than those for consumer
loans and many students who are delinquent will default on their loans. Default has high costs for
individuals and society; students who default face very harsh consequences and increases in loan
defaults result in high monetary costs to taxpayers. To understand not only whether a student will enter
delinquency or default, but also when they will do so, the optimum method to study the occurrence and
timing of such events is event history analysis. Tis method is being pioneered in higher education research
by Brian McCall and Stephen DesJardins and can provide insights for how to ensure the long-term
sustainability of state and federal fnancial aid programs.
In addition to studying state aid issues, McCall and DesJardins have studied the efects of the Gates
Millennium Scholars program, which is designed to help immigrants to the U.S. Also involved in the
immigration dialogue is the National Forum on Higher Education for the Public Good. Te Forum has
been a leader in reframing and reorienting the discussion on immigration, encouraging leadership, and
prompting action in understanding the relationship between immigration issues and educational access,
workforce preparation, democratic participation, institutional diversity and our national identity.
RYAN MCBRIDE (MA)
Ryans internship with the National Center for Institutional Diversity enabled
him to work with numerous departments and units at U-M doing outreach
work to urban middle schools. This builds upon Ryans prior experience
promoting a college-going culture for young, at-risk students.
RESEARCH THAT EXAMINES SPECIFIC INSTITUTIONAL POLICIES AND PRACTICES
RELATED TO COLLEGE ADMISSIONS, STUDENT COURSE-TAKING, RETENTION AND
DIVERSITY
Te work of Susan Dynarski examines disparities in college graduation rates among low-income students,
the efects of childhood investments on degree completion, and policies to help college attainment for
children in poverty. One of the primary focus issues for Peter Riley Bahr is students course-taking
and enrollment patterns in the community college and their subsequent labor market outcomes, such
as employment and earnings, as well as the impact of students varied patterns of course-taking and
enrollment on the assessment of community college performance. John Burkhardt is working extensively
on the topic of undocumented students access to higher education. He is also currently implementing a
three-year project to facilitate and exchange information about diversity issues among communications
staf, general counsel, and chief diversity ofcers. Betty Overton-Adkins is examining the loan repayment
assistance programs being adopted by private colleges as both recruitment and retention strategies for
enrolling undergraduates and helping them manage loan debt.
Separately and together, Michael Bastedo and Julie Posselt have undertaken research on institutional
stratifcation and the increasingly unequal access to highly selective institutions on the basis of socio-
economic status, race, gender, and urbanicity. Tey are also studying the equity and diversity implications
of admissions decision-making practices at the undergraduate and graduate levels. An improved
understanding of the college admissions process is increasingly important given the high stakes involved in
these decisions.
USING RESEARCH TO MAKE A DIFFERENCE
Te faculty and graduate students of CSHPE have a long tradition of providing actionable and cutting-edge
education research. Tis research includes the work of Edward St. John with the Detroit Schools-Higher
Education Consortium, an organizing and capacity-building efort supported by the Ford Foundation to
support improvement in college preparation and access for Detroit high school students. He also directs
research for College for Every Student, a national network of high schools and colleges generating research
studies. Tese studies examine student engagement in middle and high schools, and inform development
of new partnership strategies promoting preparation, access, and college completion by underrepresented
students in urban and rural schools across the United States.
In the National Forum on Higher Education for the Public Good the uLead Network is a sophisticated
network-based utility that provides information and support to university leaders faced with decisions
related to serving undocumented students. Since 2007, the National Forum and John Burkhardt also
worked with the Brightmoor neighborhood of Detroit, which has organized a Brightmoor Career and
College Access Network. Tis is a community-based coalition that seeks to improve college access and
attainment. Te National Forums work includes Betty Overton-Adkins leadership of several community
engagement research projects focused on increasing college-going rates of students in Hope Village and
other Detroit areas. She also oversees a major efort in building capacity in minority-serving institutions,
particularly through long-term work with Marygrove Colleges Building Our Leadership in Detroit project.
Te need to further diversify biomedical science felds is made more urgent by the persistent
underrepresentation of talented African American and Latina/o undergraduates who enter graduate study
and choose related research careers. Major research universities have demonstrated impressive potential
to reduce such disparities through undergraduate research opportunity interventions that are formally
organized around a research project supervised by faculty mentors. Phillip Bowman leads a team of
researchers seeking to clarify the factors that impede and promote successful program outcomes among
underrepresented minority students. A better understanding of the role difculties and adaptive strengths
of underrepresented students can inform more comprehensive strategies to improve their success in
pipeline programs, and in turn, promote diversity in both graduate schools and research career felds.
Jillian Gross (PhD)
Jillian spent her summer in India studying the Indian community college
system through an assistantship with Indias National Council on Skill De-
velopment and Tata Consultancy Services. She is a co-leader of the U-M
Community College Interdisciplinary Research Forum.
AURORA KAMIMURA (PhD)
Auroras work with the National Forum on Higher Educatoin for the Public
Good focuses on higher education access for undocumented students as
well as research on Hispanic-serving institutions. She is passionate about
providing underrepresented and underserved students paths to success.
IMPROVING TEACHING AND LEARNING
Te higher education faculty associated with the Academic Afairs and Student Development concentration
share a deep interest in identifying and understanding high-impact educational practices that support the
achievement of learning outcomes valued by a variety of stakeholders in higher education. Our faculty
interrogate those practices that others claim to be efective, and seek to understand how and why evidence-
based practices work. Such studies inform curricular, instructional, and organizational decisions related to
teaching and learning in colleges and universities. Here are examples of current research:
BRIAN BURT (PhD)
During his time at U-M Brian has been active in a variety of higher educa-
tion associations, both on-campus and at the national level. He served
as the graduate representative on the ASHE Board of Directors, and as
co-president of Becoming Educators of Tomorrow (BET.)
RESEARCH ON EDUCATIONAL PRACTICES THAT PROMOTE THE EFFECTIVE CURRICULAR
AND INSTRUCTIONAL PRACTICES IN ENGINEERING AND INTERDISCIPLINARY MAJORS
Recent policy reports have identifed the pressing need to buttress the nations STEM workforce and to
educate a citizenry that is able to understand and make informed decisions about issues that require
scientifc and/or technological literacy. Ongoing research on engineering education by Lisa Lattuca is
examining the curricular, instructional, and organizational conditions that support high-quality educational
practices and student learning in undergraduate programs.
RESEARCH ON PRACTICES THAT PROMOTE INTERCULTURAL, GLOBAL, AND
INTERDISCIPLINARY AFFILIATIONS SO STUDENTS LEARN FROM AND CAN WORK
PRODUCTIVELY IN THEIR COMMUNITIES AND IN THEIR WORKPLACES WITH
INDIVIDUALS WHO HAVE DIFFERENT LIFE EXPERIENCES, VALUES, AND PERSPECTIVES
Research by Janet Lawrence examines the institutional practices that afect the retention of international
faculty, and the perceptions of fairness of the tenure decision-making process by untenured tenure-track
faculty members.
Calls for educational reform increasingly advocate for interdisciplinary approaches to teaching and learning
in undergraduate and graduate programs. Interdisciplinarity, however, is variously defned and pursued by
faculty across and within diferent felds of study. Lisa Lattuca seeks to understand the impact of diferent
conceptualizations of interdisciplinarity on curricula and instruction and how these afect student learning.
With Janet Lawrence, she is also exploring graduate students learning experiences in interdisciplinary
research collaborations.
COLLEEN CAMPBELL (MA/MPP)
Through support from the Public Policy for Higher Education Endowment
Fund, Colleen completed an internship in the Department of Educations
Public Policy Studies Service in Washington DC. This experience focused
her career interests and helped build her network of professional colleagues.
KELICIA HOLLIS (MA)
With her interest in higher education international exchange programs,
Kelicia recently completed an internship at the U-MShanghai Jiao Tong
University Joint Institute in Shanghai, China. She describes it as a life-
changing experience.
RESEARCH ON EDUCATIONAL PRACTICES THAT PROMOTE THE DEVELOPMENT
OF PERSONAL MATURITY THAT UNDERLIES THE ACHIEVEMENT OF LIBERAL ARTS
OUTCOMES
Despite the well-intentioned eforts of educators to improve learning outcomes for college students, gaps
persist between espoused collegiate learning goals and student performance. One reason so many students
fail to achieve complex learning goals may be that they rely too heavily on others opinions and others
ways of making decisions. Te meaning-making capacity of self-authorship provides a basis from which
to understand and learn from ones experiences; without this, students are at a loss to know how to make
intentional choices about what to believe and how to act. Patricia Kings research examines the evolution
of meaning making during college and beyond. Armed with a better understanding of successful strategies,
educators could more intentionally design and implement educational experiences that help students
prepare for the kinds of 21st century roles and responsibilities they will face as citizens, consumers, workers,
and members of the global community.
Doctoral Education
Te doctoral program ofers four concentrations: Academic Afairs and Student Development;
Organizational Behavior and Management; Public Policy in Postsecondary Education; and Research,
Evaluation, and Assessment. While interrelated, the concentration areas help students to focus their
research interests while developing a broad foundation in the study of higher education. Students are
encouraged to take courses across the four concentrations and are required to take courses outside of higher
education so that they explore the School of Education and the University of Michigans rich resources.
Another strength of the U-M higher education program is its focus on designing, conducting, and
critically examining research in and about higher education. Te curriculum includes a deliberate mix
of introductory and advanced methods courses. Trough their coursework, students develop substantive
knowledge of the feld. Tey also learn how to think both theoretically and critically, collect and analyze
data, frame fruitful and socially situated research problems, and communicate with various audiences about
their research.
Masters Education
Te masters program is distinguished by its emphasis on helping students achieve a breadth of
understanding across the broad feld of higher education. Te program attracts students with a wide
variety of professional and personal backgrounds, interests, and career goals. Masters students enroll in
several core courses that introduce multiple frames of reference that impact the study and practice of higher
education.
Students can choose to enroll in a customizable, broad-based masters program in higher education, in a
dual-degree program, or in a specialized concentration.
Individualized Concentration in Higher Education (IHE)
A student selecting an individualized concentration works with a faculty advisor to develop a program of
study tailored to the persons unique interests in higher education. A rigorous curricular core provides
the backbone of this concentration and complements the students individualized choices. Te marriage
of fexibility with a strong core provides an optimal learning opportunity for those with curiosity about a
broad range of issues relevant to higher education.
Concentration in Diversity and Social Justice in Higher Education
(DSJHE)
As people around the world face persistent and increasing disparities in income, education, and
occupational opportunity, colleges and universities are called on to better prepare students to understand
and address issues pertaining to diversity and social justice. Tis concentration provides depth of study in
specifc aspects of diversity, research on educational policies and practices, and preparation for students to
work in areas of higher education where they will address these issues.
Concentration in Higher Education Institutional Management and
Organizations (HEMO)
Te structure and dynamics of postsecondary educational organizations is the focus of this concentration.
Students explore the administration, governance, management, leadership, organizational strategy, planning
DEGREE OPTIONS THAT MEET YOUR
NEEDS AND THOSE OF THE MARKET
and budgeting, and assessment of colleges and universities. Emphasis is placed on developing a strategic
perspective and a capacity to see the larger picture to enable students to efectively anticipate change, and
inspire others to higher performance. Tis concentration attracts developing scholars and practitioners
who will make signifcant contributions to higher education by applying their knowledge of organizational
dynamics as administrators and leaders, training professionals, and consultants.
Concentration in Higher Education Institutional Research (HEIR)
Students in this concentration develop the conceptual, technical, and practical skills necessary to conduct
applied research in or pertaining to postsecondary institutions and system ofces. Te curriculum enables
students to understand how to integrate research into useful academic, managerial, or policy initiatives
designed to improve decision-making in and the functioning of postsecondary institutions.
Concentration in Philanthropy, Advancement, and Development in
Higher Education (PAD)
Tis concentration exposes students to coursework and practical experience focused on the professional
areas that support a university in fulflling its mission. Among these areas are governmental relations,
marketing and communications, alumni relations, and development including partnerships with
individuals, institutions, corporations, and foundations. Classroom meets real-life in this concentration.
Students gain experience soliciting for, reviewing through, and actually awarding funds to non-proft
organization applicants.
Concentration in Public Policy (PP)
For students curious about a broad array of higher education policy issues, this concentration provides the
fexibility of exploration without the extended commitment of the dual degree program. Te curriculum
prepares graduates for a variety of university administrator positions, as well as policy positions with both
governmental and non-governmental agencies, educational associations, and policy institutes.
Concentration in Student Access and Success (SAS)
Tis concentration focuses on teaching and learning in colleges and universities both inside and outside of
traditional classroom settings. Students learn about academic programs and curriculum; student learning
and development; student access, adjustment, and achievement in higher education; and teaching and
research processes. Tose who elect this concentration are most interested in academic afairs and student
afairs career trajectories.
Dual Degree in Higher Education and Public Policy (MA/MPP)
Tis dual degree with the Gerald R. Ford School of Public Policy is intended for students who aspire to
impact policy issues afecting higher education such as fnancial aid funding and afrmative action in
admissions and hiring, or who are interested in a career in a public policy context such as state or federal
governance and public policy research centers.
Dual Degree in Higher Education and Business (MA/MBA)
Graduate coursework in the Stephen M. Ross School of Business teaches students the technical/fnancial
skills of business management while School of Education courses add theoretical grounding in the
foundations of education and a deeper understanding of the complexities of education administration. Tis
program attracts students interested in creating meaningful business and administrative improvements in a
college or university setting.
ENHANCE YOUR LEADERSHIP POTENTIAL
Graduates of the Higher Education program are highly sought by employers and are recognized for their
knowledge of the feld, valuable experiential preparation, and capacity for leadership. Upon graduation, our
masters students receive job ofers from employers in the following areas:
Functional areas where 2012 masters graduates found jobs
27%
ADVISING/
ACADEMIC
AFFAIRS
8%
OUTSIDE
HIGHER
EDUCATION
19%
STUDENT
AFFAIRS
11%
ADMISSIONS/
TRANSITION
12%
VARIOUS
IN HIGHER EDUCATION
INCLUDING
PHD PROGRAMS
12%
DEVELOPMENT/
GRANT WRITING
11%
DIVERSITY/
INTERCULTURAL
PROGRAMS
Our graduate students go on to impact the feld of higher education by becoming faculty scholars,
researchers, and university administrators. Our alumni are now faculty in many of the top-ranked higher
education programs in the country, and in a number of universities around the world.
Arizona State University
Bowling Green State University
California State University Long Beach
Claremont Graduate University
College of William and Mary
Columbia University
Indiana University
Michigan State University
Mississippi State University
Northwestern University
U.S. institutions where our graduates hold faculty appointments
New York University
Oakland University
Ohio University
Oregon State University
Seton Hall University
Siena Heights College
Southern Methodist University
Texas A & M University
The Ohio State University
The University of Pennsylvania
University of Arizona
University of Buffalo
University of Georgia
University of Iowa
University of Michigan
University of Minnesota
University of Oklahoma
University of Southern
California
University of Virginia
Vanderbilt University
Walsh College
CSHPE alumni can be found in a variety of roles at public and private research universities, liberal arts colleges,
and community colleges.
DEGREE PROFESSIONAL TITLES INSTITUTION
ATHLETICS DIRECTOR MOUNT HOLYOKE COLLEGE
DEAN OF COUNSELING, ADVISING AND TRANSFER CENTER COLLEGE OF LAKE COUNTY
ASSOCIATE DIRECTOR FOR STUDENT WELLNESS STANFORD UNIVERSITY
ASSISTANT DIRECTOR OF DIVERSITY RESEARCH & TRAIN-
ING
VILLANOVA UNIVERSITY
STUDENT AFFAIRS SPECIALIST NORTHWESTERN UNIVERSITY IN QATAR
ASSISTANT DIRECTOR OF ADMISSIONS UNIVERSITY OF LOUISVILLE
EDUCATIONAL OPPORTUNITY PROGRAM COUNSELOR UNIVERSITY OF CALIFORNIA, SANTA BARBARA
INTERIM ASSISTANT DIRECTOR, LGBT RESOURCE CENTER UNIVERSITY OF WISCONSIN, MILWAUKEE
INTERNATIONAL PROGRAMS ADVISOR UNIVERSITY OF MICHIGAN
EXECUTIVE DIRECTOR OF MICHIGAN CENTER FOR STU-
DENT SUCCESS
MICHIGAN COMMUNITY COLLEGE ASSOCIATION
VICE PRESIDENT FOR FINANCE AND ADMINISTRATION GREAT LAKES COLLEGES ASSOCIATION
SENIOR VICE PRESIDENT & CHIEF EDUCATIONAL & YOUTH
DEVELOPMENT OFFICER
THE BOYS AND GIRLS CLUBS OF AMERICA
DIRECTOR, HOUSING INFORMATION OFFICE UNIVERSITY OF MICHIGAN
ASSOCIATE STRATEGY MANAGER JOHNSON CONTROLS
UNIVERSITY RELATIONS RECRUITER WHIRLPOOL CORPORATION
DIRECTOR OF INTERNATIONAL GIVING UNIVERSITY OF MICHIGAN, LS&A
DIRECTOR OF STEWARDSHIP & COMMUNICATIONS KETTERING UNIVERSITY
MANAGER, ALUMNI AFFAIRS STEPHEN M. ROSS SCHOOL OF BUSINESS, U-M
ASSOCIATE DIRECTOR OF DEVELOPMENT INDIANA UNIVERSITY SCHOOL OF INFORMATICS
ACADEMIC
AFFAIRS
AND STUDENT
DEVELOPMENT

STUDENT
ACCESS AND
SUCCESS
DIVERSITY
AND SOCIAL
JUSTICE
IN HIGHER
EDUCATION
ORGANIZATIONAL
BEHAVIOR AND
MANAGEMENT
INSTITUTIONAL
MANAGEMENT
ORGANIZATION
PHILANTHROPY,
ADVANCEMENT
AND
DEVELOPMENT
DUAL DEGREE
IN HIGHER
EDUCATION
AND BUSINESS
CSHPE alumni can be found in a variety of roles at public and private research universities, liberal arts colleges,
and community colleges.
DEGREE PROFESSIONAL TITLES INSTITUTION
ASSISTANT VICE PROVOST FOR GLOBAL & ENGAGED
EDUCATION
UNIVERSITY OF MICHIGAN
DIRECTOR OF EDUCATION PROGRAMS LINCY INSTITUTE, UNIVERSITY OF NEVADA AT LAS VEGAS
DIRECTOR, YOUTH TRANSITIONS JOBS FOR THE FUTURE
VICE PRESIDENT FOR RESEARCH AND POLICY ANALYSIS MIDWESTERN HIGHER EDUCATION COMMISSION
RESEARCH ANALYST MICHIGAN DEPARTMENT OF EDUCATION
ASSOCIATE RESEARCH SCIENTIST NATIONAL CENTER FOR EDUCATIONAL STATISTICS
ASSOCIATE DIRECTOR OF POLICY RESEARCH ADVISORY COMMITTEE ON STUDENT FINANCIAL
ASSISTANCE
STRATEGIC OPERATIONS MANAGER MICHIGAN HEALTH COUNCIL
RESEARCH FELLOW NEW JERSEY SECRETARY OF HIGHER EDUCATION
DIRECTOR OF RESEARCH & DEVELOPMENT TEMPLE UNIVERSITY
RESEARCHER AMERICAN INSTITUTES FOR RESEARCH
ASSOCIATE VICE CHANCELLOR UNIVERSITY OF NEBRASKA
ASSOCIATE DEAN OF STUDENTS MACALESTER COLLEGE
DIRECTOR, STUDENT DEVELOPMENT CENTER UNIVERSITY OF TEXAS AT EL PASO
SENIOR VICE PRESIDENT FOR INSTITUTIONAL CAPACITY
BUILDING
AMERICAN DENTAL EDUCATION ASSOCIATION
CHIEF OF STAFF, OFFICE OF THE PROVOST UNIVERSITY OF MICHIGAN
PROGRAM MANAGER MICHIGANS UNIVERSITY RESEARCH CORRIDOR
SENIOR RESEARCH AND POLICY ANALYST UNIVERSITY OF MARYLAND
ASSISTANT DIRECTOR OF PROGRAMS ASSOCIATION OF GOVERNING BOARDS OF
UNIVERSITIES & COLLEGES
INDIVIDUALLY
DESIGNED
DEGREE
RESEARCH,
EVALUATION
AND
ASSESSMENT
HIGHER
EDUCATION
INSTITUTIONAL
RESEARCH
PUBLIC
POLICY
DUAL
DEGREE
IN HIGHER
EDUCATION
AND PUBLIC
POLICY
Te Higher Education program fosters innovation by cultivating close ties with other departments and
people at the university. Our faculty and students ofen use these linkages to conduct research. Current
projects include collaborations with the College of Engineering; the College of Literature, Science and the
Arts; the U-M Alumni Association; the Ofce of Student Afairs; and the Ofce of University Development.
Our faculty members hold joint appointments and leadership positions in the university. For instance, John
Burkhardt serves as the Director of the National Center for Institutional Diversity (NCID), and Constance
Cook is Associate Vice Provost for Academic Afairs and Executive Director of the Center for Research on
Learning and Teaching (CRLT). Phillip Bowman is a Faculty Associate at the Institute for Social Research,
and Kim Cameron serves as Associate Dean of Executive Education at the Ross School of Business.
INTERDISCIPLINARY COLLABORATION
UNPARALLELED RESOURCES
Situated in one of the nations fnest schools of education, CSHPE is fortunate to connect with a wide range
of interdisciplinary learning and research opportunities. Students are encouraged to pursue coursework
outside the School of Education.
Te University of Michigan is one of the worlds premier institutions, and, as such, U-M students enjoy
unparalleled access to training and materials to enhance their learning. Te University Library system
ofers outstanding services and provides an astonishing breadth of materials at your fngertips.
Also located on the U-M campus is the Institute for Social Research (ISR). ISR is the worlds largest
academic social science survey and research organization, and conducts some of the most widely cited and
infuential surveys. Te Institute develops and applies cutting edge social science methods. Scholars and
students from around the world engage in workshops and summer programming at ISR.
Financial Support
Te School of Education is committed to helping our students fnd funding to cover tuition and educational
expenses. Tere are numerous scholarships and funds for which students are automatically considered. We
advise admitted students of awards for which they are qualifed. More information about current funding
opportunities can be found at http://www.soe.umich.edu/funding/.
Your U-M Network
It is not an exaggeration to say that the University of Michigan is well regarded within the feld of higher
education. As a member of this network, our students and alumni have access to benefcial resources and
colleagues. Being a Wolverine can open doors!
HOW TO APPLY
To learn more about the Higher Education program, visit our website at www.soe.umich.edu/cshpe.
Application Deadlines
December 1: Doctoral applicants and international masters applicants
January 1: Domestic masters applicants
Center for the Study of Higher and Postsecondary Education
University of Michigan, 2117 School of Education Building
610 East University Avenue, Ann Arbor, Michigan 48109-1259
Phone: 734.764.9472 Email: cshpe.info@umich.edu
CSHPE students participate in experiential learning opportunities. During a recent trip to Chile, these scholars spoke with student ac-
tivists about the role of student protests and unions in social change; interacted with government and non-government leaders about
national education issues; met with institutional leaders; and joined with Chilean students and faculty in a seminar to share research
and discuss matters of mutual interest.
THE REGENTS OF THE
UNIVERSITY OF MICHIGAN
Mark J. Bernstein, Ann Arbor
Julia Donovan Darlow, Ann Arbor
Laurence B. Deitch, Bloomfeld Hills
Shauna Ryder Diggs, Grosse Pointe
Denise Ilitch, Bingham Farms
Andrea Fischer Newman, Ann Arbor
Andrew C. Richner, Grosse Pointe Park
Katherine E. White, Ann Arbor
Mary Sue Coleman, ex offcio
v.11.04.2013