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

How do I apply? What is required? 
You can access the application from the UMD webpage. We require a resume, personal statement, transcript(s), and three letters of recommendation. GRE scores are optional. Typically statements of goals/experiences are about 4-5 pages.

GRE Scores, GPA, and Provisional Admission
GRE scores are OPTIONAL. A minimum undergraduate GPA of 3.0 is required. 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.

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.

When will I find out whether or not I have been accepted?
Applicants are usually notified in February.

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.

Please feel free to email SAgrad-GA@umd.edu if you have additional questions

Professional seminars serve as a foundation for students beginning the doctoral program, as an on-going opportunity to remain updated on current professional issues, and as a capstone experience for students toward the end of their doctoral coursework. The first-year seminar is taken with first-year doctoral students in the Higher Education Concentration. The core courses include theoretical foundations of student development, social justice, environments, and student learning. 

• EDHI 750 International Higher Education (or similar course on global issues in student affairs or higher education) 
• EDCP 774 Advanced Seminar in College Student Development Theory
• EDCP 775 Facilitating Student Learning in Higher Education 
• EDCP 776 Social Justice in Student Affairs 
• EDCP 870 First-year Doctoral Seminar 
• EDCP 871 Professional Capstone Seminar 

These requirements encompass coursework in qualitative and quantitative methods and methodologies, as well as research design, and a doctoral dissertation. Work in this area is predicated upon previous graduate-level coursework in research methodologies. Students are encouraged to enroll in an advanced methods course that can be applied in the student’s dissertation. Advanced methods courses are often offered through the TLPL and HDQM departments within the College of Education, as well as other departments across campus.

• EDHI 672 Modes of Inquiry in Education Research 
• EDCP 742 Examining College Environments and Outcomes (Student Level Quantitative Research Design)
• EDCP 772 Research in Student Affairs (Dissertation Proposal Writing Class) 
• HESI 773 Designing Qualitative Research in Counseling and Student Affairs Contexts One course in Quantitative Methods* 
• One Advanced Research Methods/Methodology Course* 
• EDCP 899 Dissertation 

* Note: These courses may have prerequisites. 

This concentration consists of a minimum of three courses, or 9 credit hours beyond the core courses and research requirements. This concentration should be defined by the student and their advisor based upon the student's professional goals and interests; it is an opportunity for the student to develop an area of expertise. To add breadth to their understanding in their area of concentration, students are encouraged to select appropriate courses from outside the College of Education.

Examples of professional concentrations include student affairs research, teaching, social justice in student affairs work, leadership and organizational development, or a focus on a social group identity. The internship may not count as one of these three courses. 

Electives provide the opportunity to explore timely courses, add breadth to the academic program, and engage in field work experiences. A minimum of three (3) graduate-level courses are required. Students are encouraged to explore courses outside of the department and college that may supplement their learning experience. Only 3-credits worth of practica/internships will count as part of elective credit.

Options for electives include EDCP 889 Doctoral Internship (3 credits), as doctoral students often find it helpful to engage in a significant professional internship. Each internship will be individually designed, dependent on the student's professional goals and on their previous and current experience. Requirements for the internship will take into consideration the student's previous professional experience, current assistantship or work experience, and professional goals. The nature of the work experience and the degree of supervision will be related to the scope of the additional experience required in the doctoral internship. 

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. Required Ph.D. courses include courses on student learning, advanced student development, and social justice. Students commonly take classes across the concentrations, and 1st year Higher Ed and SAC students take a first-year seminar together. 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.

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.

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 (gradschool@umd.edu), 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. 

• Kimberly Griffin
• Candace Moore
• Julie J. Park
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• Christopher Travers
• Bridget Turner Kelly