phd higher education michigan

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Doctoral Program (Ed.D.)

For those seeking to generate and apply research in the solution of complex real-world challenges facing our communities..

The College of Education, Health, and Human Services’ Doctorate in Education (Ed.D.) focuses on development of a high level and advanced proficiency in the education field of study as well as acquisition of research and leadership skills. It aims to produce graduates who can solve practical problems in a specific education-related context. The Ed.D. is ideal for educators who seek new skills and new opportunities for leadership and is designed to meet a critical need in southeastern Michigan for educational leaders who can transform education at the PK-12, community college and university levels.

Individuals who apply for either the Elementary and Secondary (PK-12) School Administrator Certificate (ES) or the Central Office School Administrator Certificate (CO) must pass a newly created MTTC. Effective January 1, 2025, individuals must make an attempt at the test, although a passing score is not required.  Effective May 1, 2025, a cut score will be required. Upon completion of your academic program, please contact your advisor to verify which MTTC you need, based upon your program. The programs and MTTCs are uniquely different and not interchangeable. 

• School Administrator Certificate (ES) requires MTTC #139
• Central Office Certificate (CO) requires MTTC #140

Course Information

Program goals.

Graduates of the Doctorate of Education will conduct scholarly research including: 

• Identifying important/practical questions or problems that can be addressed through scholarship.
• Reviewing, critically analyzing, and synthesizing literature that addresses an important question or problem in education.
• Collecting and analyzing appropriate types of data.
• Communicating results of that research in writing and orally with diverse audiences.

Degree requirements

Program Information : The Ed.D. Program is a 60-credit hour program with 24 credit hours of core courses, 24 credit hours of concentration area courses and 12 credit hours dedicated to a dissertation or applied studies project. Students must maintain a “B” average (cumulative grade point average of 3.0) to remain in good standing in the Ed.D. program.

Transfer of Credit : Up to six credit hours from another (non-U-M) accredited university may be accepted as transfer credits with approval of the program adviser. Students may transfer up to one-half (1/2) the minimum number of credit hours required for the Ed.D. degree from the Ann Arbor and Flint U-M campuses.

Courses must be at the 500 level or above. The student’s program adviser must approve the transfer of the course and credits.

Transfer of Credit will be considered if:

• Graduate credits were completed within five years of application to the Ed.D. program at another accredited institution.
• Graduate credits were completed at another U-M School or College (including Flint and Ann Arbor).
• University of Michigan, Wayne State University, Michigan State University, Western Michigan University, Central Michigan University, Eastern Michigan University, Northern Michigan University and Oakland University.
• Students completed the course during their junior or senior year 
• They were approved for graduate credit by the graduate school of the institution where and when the student took the course
• The courses were not used in whole or in part, in any way, to meet requirements for a degree
• The student’s program adviser approves the transfer of the course and credits

Time to Completion : The Ed.D. program is designed for completion of the degree requirements within four calendar years. Students will not be allowed to register for credits in the program after ten years without the approval of a formal petition by the Ed.D. Faculty Advisory Committee.

Course requirements

Core Courses (24 hrs)

EDA 725. Seminar in Metropolitan Education

EDB 722  Seminar in Educational Leadership

EDC 740. Seminar in Educational Psychology/Special Education

EDD 717   Seminar in Curriculum and Practice

EDK 700. Introduction to Educational Research

EDK 823   Quantitative Research Methods

EDK 825. Qualitative Research Methods

EDK 850. Research Design & Proposal Development

Concentration Area Courses (24 hrs) Eight graduate level courses must be selected in the area of concentration with prior written approval from the doctoral program adviser. The professional studies courses are offered through the College of Education, Health, and Human Services and other units of the university. The student will work with their faculty adviser to determine which concentration area courses are appropriate to the student’s needs and professional goals. This plan will be submitted to the doctoral program coordinator for approval within one year of admittance to the program.

Portfolio Defense and Qualification for Proposal (3 hrs) The portfolio defense is the first step in the process of moving from the pre-candidacy stage to the candidacy stage of the program. The purpose of the Ed.D. Portfolio is to provide the student with an opportunity to document their academic and professional growth and development in an organized, coherent, and selective record. The portfolio presentation and defense allows each student’s dissertation/applied study committee to evaluate their readiness to (a) conduct scholarly research, (b) connect with the community, and (c) engage in transformative leadership. The portfolio represents the student’s accomplishments in coursework, independent study, research experiences, internships, and other advanced learning activities. The portfolio also provides both a vehicle for self-reflection and a comprehensive account of a doctoral student's experiences and ongoing progress toward their academic and professional goals.

Dissertation/Applied Studies Project (9 hrs) A student will become a candidate for the Ed.D. degree after completing the required coursework with a minimum GPA of “B” and after passing both qualifying as well as preliminary examinations. At this point, the student will be allowed to pursue the dissertation or applied studies work.

The student must submit a written copy of the dissertation or applied studies project to the dissertation/applied studies committee for approval before the oral defense will be scheduled. All members of the dissertation or applied studies committee are responsible for reading the dissertation or applied studies documents and submitting their written evaluations to the committee chair at least a week prior to the defense.

Application

Admission is on a yearly-basis only.  Materials must be submitted in full by March 15, annually.

Learn more about application forms and admission information

Concentration Areas

Students will complete 24 credits in one of the three concentration areas that will specifically target their professional interests.

Educational Leadership

The concentration in Educational Leadership provides students the ability to develop the leadership and administrative skills needed to identify, solve and anticipate the challenges facing Michigan schools and community colleges.

Students in the Educational Leadership concentration can complete the program and be recommended to the Michigan Department of Education for the MDE-required Central Office Administrator Certificate for educators in or aspiring to a K-12 district central office leadership position.

Course Requirements:

• EDD - Educational Leadership with Central Office Administration Certificate  
• EDD - Educational Leadership

School Administrator

Metropolitan education.

The concentration in Metropolitan Education prepares students to assume leadership positions in metropolitan school systems and other educational agencies with a focus on the historical, political, economic and socio-cultural context of communities and schools.

Central Office

Curriculum and practice.

Become subject area leaders and/or a curriculum specialist. This is a flexible concentration that may include any of the disciplines in the College of Education, Health, and Human Services such as mathematics, science, literacy, social studies, early childhood education and English as a Second Language.

Featured Links

• Ed.D. Handbook
• Ed.D. Graduation Deadlines
• Ed.D. Graduates
• Graduate Catalog

Admission Requirements

We utilize a holistic approach to reviewing applications and take into consideration all materials submitted when making admission decisions.  In order for us to complete this holistic review, students must submit the follow items with their application. The GRE is not required for admission to this program. The Office of International Affairs lists additional admission requirements for international students.

• Bachelor's and Master's degree from accredited institutions
• Official transcripts from all post-secondary institutions attended
• 3.3 GPA or higher on submitted transcripts
• Two professional letters of recommendation
• Personal statement
• Writing sample that addresses one of the provided prompts

Ed.D. Alumni Scholarship Fund

This scholarship fund originated as an idea in 2017 and was established by generous graduates of the Doctorate of Education program in 2018, most of whom were from the early cohorts when the Ed.D. program was launched.  The $10,000 to establish the fund was raised through donations and multi-year pledges.  Donors to the fund include Ed.D. alumni, UM-Dearborn faculty and administrators, as well as friends of the University.

The fund is expected to generate a $500 annual scholarship for Ed.D. students beginning in the 2023-2024 academic year.

Everyone is invited to make a donation to the fund .

Licensure Statement

The pathways in our Educator Preparation Program were designed to satisfy educational prerequisites to initial and advanced licensure in only the state of Michigan. We encourage students to contact the appropriate licensing agency in the state in which they are located or, if different, the state in which they intend to seek licensure for more information. While the Educator Preparation Program pathways may or may not fully satisfy educational prerequisites to licensure in other states,  academic advisors work with students on an individual basis and are available to discuss teaching certifications and reciprocity opportunities in other states. In addition, the  Education Commission of the States website provides solid information as to the expectations each state and the District of Columbia has for obtaining licensure beyond Michigan licensure. 

Contact Information

CEHHS Office for Student Success 262 Fairlane Center South (FCS) [email protected] 313-593-5090

Academic Advisor

Stein Brunvand, Ph.D.

To schedule an appointment with dr. brunvand please contact:.

CEHHS Office of Student Success email: [email protected] phone: 313-593-5090.

Christopher Burke, Ph.D.

To schedule an appointment with dr. burke please contact:.

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Students interested in studying rhetoric, composition, literacy studies, or English education at UM should apply to the interdisciplinary Joint PhD program in English and Education (JPEE). Students in this program have written dissertations on rhetorical theory, literacy, feminist theory, new media composition, disability studies, queer theory, applied linguistics, English language studies, ethnic studies, creative writing studies, and writing assessment. All JPEE students have the opportunity to pursue research projects collaboratively with faculty, including social justice- and activist-oriented research, in addition to individual dissertation research. All students are guaranteed five years of full funding, and there is additional support for conference travel, research projects, and summer research and writing. To date, the program has a 100% placement for graduates who have chosen to pursue tenure-track faculty positions in education and English departments in colleges and universities; program graduates also sometimes choose to pursue opportunities in educational nonprofits, school districts, and government-sponsored agencies Students in JPEE work closely with those in other PhD programs in both the English Department and the School of Education and take courses in both units. However, JPEE maintains its own admissions process, exam schedule, and support structure. To learn more about the program and how to apply, visit our JPEE Program Page .

Program Newsletter

These are the recent issues of the Program's newsletter:

• 2018  (PDF)
• 2017  (PDF)
• 2016  (PDF)
• 2015  (PDF)
• 2014  (PDF)
• 2013  (PDF)
• 2012  (PDF)
• 2011  (PDF)
• 2010  (PDF)
• 2009  (PDF)
• 2008  (PDF)
• 2007  (PDF)
• 2006  (PDF)
• 2005  (PDF)
• 2004  (PDF)

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PhD Programs

Doctor of philosophy.

The research-based doctoral program has two primary tracks: Resource Ecology Management (natural science focus) and Resource Policy and Behavior (social science focus). Students may choose between a highly specialized course of study or one that broadly addresses complex, interdisciplinary issues. Each student's course of study is tailored to their scholarly interests and guided by their faculty chair and committee. Broad areas of specialization reflect the expertise and research interests of faculty. The doctoral program's goal is to develop the creative abilities of exceptional students, thereby training them for independent work that contributes to original research and scholarship at the forefront of their chosen fields. Students will become leaders in research, teaching and training others, and developing the scientific knowledge base needed to formulate policies and practices that help sustain natural resources. Program Milestones

• Upon admission, you are assigned an advisor and faculty member(s) to serve on your interim Guidance Committee.
• In your first year, you prepare a "course of study" document that will guide your coursework and scholarly development.
• By the end of your second year, you will complete your qualifying exam and advance to doctoral candidacy.
• By the end of your fifth semester, you will submit your full dissertation proposal.
• By the end of your fifth year, you will defend your dissertation.  

Your PhD will be granted by the Horace H. Rackham School of Graduate Studies . The school's Doctoral Handbook provides key information, such as a timeline and outline of expectations and requirements. For more information, contact [email protected] .

Department of Teacher Education

• Teacher Preparation
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Ph.D. in Curriculum, Instruction and Teacher Education

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Our mission with the Curriculum, Instruction and Teacher Education (CITE) doctoral program is to prepare students to be leading scholars and educators who deeply understand and work to improve education in its political, social and cultural contexts.

COMPREHENSIVE CURRICULUM, TAILORED TRAINING

We combine internationally renowned faculty, an interdisciplinary approach, exposure to multiple ideas and flexibility in study through a variety of focal areas to create a one-of-a-kind learning experience tailored to your professional career objectives.

Make your own course of study

Ph.d. personalized.

Create your own path through the program by  choosing your courses .

DYNAMIC PROGRAMMING

Students can shift their  academic focus  throughout the program.

We have you covered

Our students currently get full funding for up to five years, which includes opportunities for assistantships, fellowships, study abroad, conferences, scholarships and more.

Point of Distinction

For six straight years, Michigan State University has been ranked No. 1 in the nation for curriculum and instruction, according to U.S. News & World Report.

The CITE program environment is academically rigorous, socially conscientious, and at the same time supportive of students. This is a rare combination, which makes it an extraordinary doctoral program. VIVEK VELLANKI CITE Alum

Research across the College of Education

CENTERS AND INSTITUTES

TENURE-SYSTEM FACULTY MEMBERS

ACTIVE GRANTS AND CONTRACT

MILLION IN EXTERNALLY FUNDED GRANTS AND CONTRACTS

• Four Spartans earn awards for equitable, justice-oriented teaching 
• MSU among the best globally for education, kinesiology
• Doctoral student to empower African female graduate students with fellowship

Mon - Fri . Jul . 29 - 2 2024

2024 Summer Seminar on Modern East Asia

Michigan State University

Wed - Fri . Jul . 24 - 26 2024

Transforming Leadership & Learning Institute

The Henry Center

Tue - Thu . Jul . 9 - 11 2024

2024 Emerging Leaders

Kellogg Hotel & Conference Center

Department of Economics

PhD Programs

• Ph.D. Program

The Ph.D. program in MSU’s Department of Economics is a leader in economic research and training, routinely being ranked between the 25th and 35th best economics departments in the United States according to U.S. News & World Report. According to the current Research Papers in Economics (RePEc) rankings, MSU is 24 th in the United States and is in the top-three in the Big 10 in Econometrics, International, Labor, Micro, and Public. For additional rankings, see the  American Economic Association .

We recognize that the best education comes from building a strong theoretical and econometrics foundation and working closely with faculty members and fellow classmates. As a department, we have taken steps to maximize these opportunities by offering competitive support packages, keeping field class sizes small, and fostering a collaborative environment within and between cohorts.

Our goal is that students will leave MSU with the research tools, experience, and professional network necessary to succeed in their desired careers. Recent graduates have gone on to work in tenure-track positions at top research institutions (Rutgers, Georgia Tech, Arizona, Oregon State, Iowa State, Melbourne, Essex), top government agencies (Census, Environmental Protection Agency, Federal Deposit Insurance Corporation, Food and Drug Administration, Securities and Exchange Commission, U.S. Government Accountability Office), and top private sector firms (Abt, Amazon, Citi, J.P. Morgan, Mathematica).

• Dual Doctoral Degrees

Course Selection

While our course selection changes from year to year, we have structured the program so that we can offer at least one course in all of our primary fields each year:

• Microeconomic Theory
• Macroeconomics
• Development
• Econometrics
• Environmental and Resource
• Industrial Organization
• International Trade

In addition to working on topics in these primary fields, we frequently have students working in secondary fields, including Aging, Behavioral, Education, and Health. Please see Michigan State University's  schedule of courses for a complete and up-to-date course offering.

Funding Information

All admitted students are automatically considered for funding and fellowships. In recent years, all admitted students received some form of funding, ranging from university-wide fellowships that require no teaching to teaching and research assistantships. We will communicate a student’s funding offer in the official admissions offer letter.

For more information, please contact Scott Imberman , Director of Graduate Studies, or Jay Feight , Graduate Program Coordinator. 

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Doctor of Philosophy in Computing

Prepare for a Rewarding Career in Computing Research and Academia

Established in a tradition of academic excellence, the University of Michigan-Flint’s Doctor of Philosophy in Computing program supports your growth as a leader and innovator in the computer science field. 

With a highly integrative approach and a strong emphasis on research, our doctoral degree in computing program creates a learning experience that cultivates problem-solving and leadership development. Additionally, the degree program is rigorous in nature and designed to be completed at a full-time pace and entirely on campus . Upon completing your doctorate, you emerge into the workforce, ready to become a world-class researcher, educator, or industry expert . Join our expanding community of dedicated scholars and researchers and make meaningful contributions to the ever-evolving computing discipline.

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On this Page

• Program Highlights
• Computing Curriculum 
• Career Outlook
• Admission Process and Requirements

Application Deadlines

Why earn your phd in computing degree at um-flint, diversify your skills to pursue a range of career paths.

In our PhD in Computing program, you undergo intensive training to develop a versatile and in-demand skill set, which helps you pursue a successful career trajectory.

Upon completing the doctoral program, you will be well prepared to assume leadership roles in academia, where you play a part in shaping the future of computer science and inspire students along their academic journey. Or, if you prefer, you take an alternative path and seek employment in the tech industry to spur innovation. 

Build Your Original Academic Research

In the PhD program, you collaborate with our distinguished College of Innovation and Technology faculty members on research projects that align with your personal scholarly and professional interests. This also allows you to begin building your body of original research and publications and establish yourself as a well-respected, innovative scholar in the field.

Additionally, as part of the world-renowned University of Michigan community, you have full access to the breadth of academic and research resources at the Flint, Dearborn , and Ann Arbor campuses.

Receive Full Funding for Your PhD

UM-Flint is committed to making graduate education affordable and supporting you along your doctoral journey. Our PhD in Computing program adheres to the CIT full-funding model for PhD students for up to five years. When accepted into the program, you receive full funding as a Graduate Student Instructor, Research Assistant, or a combination of both , which covers a monthly stipend, health insurance, and tuition waiver.

Funding is guaranteed based on continued good academic standing and adequate progress toward the PhD degree. Because of this guaranteed funding, the PhD in Computing program is only open to full-time students with the capacity for regular on-campus presence. Read our overview of UM-Flint’s GSRA qualifications and eligibility requirements .

Want to Learn More About Pursuing Your PhD in Computing? Request More Information to Receive Program Details!

Phd in computing program curriculum.

At UM-Flint, we created our Doctor of Philosophy in Computing program curriculum to challenge your technical knowledge, elevate your competencies and analytical skills, and shape you into an accomplished scholar. 

The number of content coursework credits you take depends on your previous academic experience. The program curriculum requires at least 38 credits of coursework beyond the bachelor’s degree. If you enter the doctoral program with a bachelor’s degree, you must complete all 38 credit hours of coursework. However, if you hold a master’s degree, you only need to complete 24 credits. Furthermore, if your master’s degree is from the University of Michigan Rackham Graduate School or UM-Flint, you are only required to complete eight credit hours of content coursework.

Besides the diverse range of coursework, our PhD program is research-oriented, meaning we evaluate your academic performance primarily based on peer-reviewed publication capability and output. You must earn 25 credits of research coursework dedicated to your research preparation and your dissertation. Additionally, we expect you to publish peer-reviewed journals and articles stemming from your dissertation research.

Doctoral Program Milestones

With the support of your selected research advisor and a dissertation committee, you must pass the following major milestones:

• Identifying the faculty advisor and research topic
• Completion of required coursework
• Passing the qualifying examination consists of two parts:
• Curriculum exam
• Research proficiency exam
• Advancement to candidacy
• Forming the dissertation committee
• Passing the dissertation proposal examination
• Completion of required research credit hours
• Preparation of a written dissertation and its oral defense

Review the Computing (PhD) program curriculum and course list .

Academic Advising

UM-Flint proudly offers expert academic advisors to guide your educational journey toward achieving a PhD degree in Computing.  To learn more about our doctoral program, please contact the program director, Doug Zytko, at [email protected] .

Career Outlook for Computer Scientists

As technology rapidly evolves and our societies become increasingly computerized, the fundamentals of how computing industries design, produce, and deliver products and services to their customers are changing. Such changes create a significant need for computer scientists with advanced knowledge of data management, data science, systems, security, and software engineering.

Likewise, manufacturers and service industries in Michigan and around the nation also recognize this current shift. In response, they encourage their technical workforce to advance their knowledge, skills, and expertise in these areas through graduate-level education and training. For many such scientists and engineers, this means pursuing doctoral-level degrees that offer specialized instruction and research experience in computer and information science. 

With the quality of instruction you receive in UM-Flint’s PhD program in Computing, you can pursue careers in a variety of industries, including faculty positions in academia or as an industry researcher or applied scientist .

The Bureau of Labor Statistics (BLS) estimates that both career paths have a growing employment rate—university professors can expect their employment to increase by 8%, and computer scientists can anticipate an increase of 23%. Furthermore, both careers have earning potentials that exceed the national average. For professors, the median annual salary is $84,380, and for computer scientists, their salary averages $145,080.

Admission Requirements (No GRE Required)

To qualify for admission into the PhD in Computing program, you must meet the following requirements:

• Students from other areas who are accepted into the program and have an insufficient background in computing can be assigned remedial courses to complete.
• A minimum cumulative GPA of 3.2 or higher on a four-point scale for the BS degree and 3.5 or higher on a 4-point scale for the master’s degree.
• Calculus II
• Linear Algebra
• One course in data structures
• One course in computer organization
• One course in operating systems
• One course in programming
• One course in calculus-based probability and statistics.

Prior to applying to the doctoral program, we recommend that you speak with the director of the PhD in Computing program regarding your eligibility for admission. Please note: meeting the minimum admission requirements does not guarantee entrance into the program.

How to Apply to the Computing Doctoral Program

Due to its rigorous curriculum and competitive admission process, we strongly encourage you to connect with Doug Zytko , Director of the PhD in Computing program. During this meeting, you can discuss career and professional development goals to help determine if the doctoral program suits your academic and professional aspirations.

Additionally, you should meet with individual faculty members who may serve as dissertation chairs. This helps you connect with faculty members and determine who may share your research interests. If you need assistance identifying and contacting faculty members, please contact Doug Zytko.

Application Materials

To be considered for admission, submit the following to the Office of Graduate Programs:

• Application for Graduate Admission
• $55 application fee (non-refundable)
• Official transcript from the colleges or universities where you earned your degree(s) as well as any transcript that shows completion of prerequisite coursework. Please read our full transcript policy for more information .
• For any degree completed at a non-US institution, transcripts must be submitted for an internal credential review. Read the following for instructions on how to submit your transcripts for review .
• If English is not your native language, and you are not from an exempt country , you must demonstrate English proficiency .
• English Language Proficiency: Applicants who have earned or will earn a bachelor’s or master’s degree from an institution where the language of instruction is exclusively English are exempt from submitting an Official English Proficiency Score. All others must submit such a score. For more information, please review our required minimum overall scores .
• Three letters of recommendation, at least one of which must come from former faculty.
• Statements may be submitted online during the application process or emailed to [email protected] . 
• Students from abroad must submit additional documentation .

Please email all additional application materials to [email protected] or deliver them to the Office of Graduate Programs , located at 251 Thompson Library.

The PhD in Computing program is an on-campus program with in-person courses. As a new academic degree, this program is not currently accepting applications from international students seeking an F-1 visa. This program will accept applications from international students who are required to have an I-20 as soon as authorization from the Department of Homeland Security is received.

For other nonimmigrant visa holders currently in the United States, please contact the Center for Global Engagement at [email protected]  

The computing doctoral program only extends admissions offers for the fall and winter terms. If you are interested in applying for an upcoming class, please submit all application materials to the Office of Graduate Programs by 5:00 p.m. on the following application deadlines:

• April 1 (Fall)
• September 1 (Winter)

Achieve Your Highest Potential—Pursue Your PhD in Computing at UM-Flint

Embark on a rigorous academic journey that combines your passion for teaching and research and equips you to emerge as an expert in the tech field. By earning your Doctor of Philosophy in Computing degree from the University of Michigan-Flint, you undergo transformational training, acquire high-level research skills, and receive mentorship from leading experts. 

Take the next step toward becoming a scientist and an educator who leads, innovates, and inspires. Begin your UM-Flint application today ! If you have more questions about the graduate program, request more information .

PhD Applications

IOE Courses & Course Codes

PhD Admission Recommendations

Table of contents.

• Graduate Application Mentoring Program (GAMP)
• Deadlines to submit applications
• PhD application step-by-step
• Previous degrees required
• Course prerequisites/deficiencies
• Test of English as a Foreign Language (TOEFL)
• Letters of recommendation
• Additional information

Deadlines To Submit Applications

Application deadline for Fall 2024 PhD: December 10, 2023.

PhD applicants are only accepted for entry in the Fall semester.

PhD Application Step-by-Step

1. Fill out the application

Applying to U-M Ann Arbor (Rackham Graduate School Link)

2. Statement of purpose

Must include areas of interest in the top corner

3. Personal statement Some suggested topics for your personal statement are:

• Volunteer and/or community service;
• Extra-curricular activities;
• Leadership activities;
• Educational, cultural, geographic or socio-economic background underrepresented in your discipline of graduate study;
• Financial hardship;
• First generation U.S. citizen or first generation in family to graduate from a four-year college.

4. GRE scores

A GRE score is not required for applicants who apply for Fall 2024 PhD

5. Three letters of recommendation

If you apply online, we encourage you to submit your letters electronically. At least TWO of your letters should be from faculty.

6. Transcripts

Submit a transcript for each Bachelor’s, Master’s, Professional or Doctoral degree earned or in progress. For instructions on submitting transcripts, please see the  Rackham Graduate School website . Applicants will upload a copy of the official transcript and enter a “self-reported” GPA when applying online. Official paper transcripts/documents are only required if a student is admitted, and these must be submitted by the end of the first term of enrollment.

All credentials submitted for admission consideration become the property of the University of Michigan and will not be returned in original or copy form.

7. International applicants must also send

Include one set of: Official transcripts, certificates, and diplomas in the original language, in addition to an English translation.

TOEFL scores sent from ETS (institution code 1839)

8. Application fee

There is a $90.00 application fee for international applicants.  

Domestic and Permanent Resident applicants are eligible for an application fee waiver. This will automatically apply to your application.  

Undocumented or DACA Applicants are also eligible for application fee waivers here.

While very limited, in certain circumstances, International applicants may be eligible for an application fee waiver administered by the Rackham Graduate School. For information about eligibility criteria and instructions for various fee waiver programs, visit this page.

9. Decision notification

All applicants who are offered admission are notified via e-mail as soon as a decision is reached. PhD admission/financial aid offers will be sent via e-mail mostly during the months of February and March. Notification to applicants who do not receive admission are sent in early-April. The Graduate Admission Committee is working very hard to finish reviewing your application. Once an admission decision has been made by the committee, we will notify you by e-mail. Thank you for your patience.

Previous Degrees Required

Admission to the PhD program does not require a Master’s degree. Qualified students who hold a bachelor’s degree in engineering, science or mathematics may apply directly to the PhD program.

COURSE PREREQUISITES

Most of our classes require and assume that the students are knowledgeable in one or more of the following subjects: linear algebra, calculus-based probability, calculus-based statistics, and computer programming. If you are admitted to the Master’s or PhD programs, the department will provide a list of descriptions of University of Michigan courses frequently used to satisfy these prerequisites to help you ascertain your knowledge of the above topics, and, if needed, attain the necessary background. We will provide an opportunity to review the highlights of these subjects together with your fellow entering students before the fall semester begins. We will also recommend classes at the University of Michigan if you prefer to take them during your graduate studies.

Test Of English As A Foreign Language – (TOEFL)

• take the verbal and written English tests given by ELI (English Language Institute);
• report the results to the IOE graduate program advisor, and
• abide by any recommendation made by his or her counselor or the Graduate Program Advisor for remedial coursework.

Letters Of Recommendation

• Letters of recommendation should be submitted online, but hard copies may be submitted if that is not possible. Remember to add sufficient time for hard copies to reach us by the application deadlines.

Additional Information

Please send requests to:  [email protected]

University of Michigan Fully Funded PhD in Education

University of michigan.

The University of Michigan, based in Ann Arbor, MI offers fully funded PhD in Education. Choose from doctoral programs in educational studies, higher education, education & psychology, and English & education. Funding for students admitted into our doctoral programs includes tuition, health and dental benefits for students and their families, and a stipend for living expenses. Each of the programs also provides additional support for conference travel, research projects, and writing. Funding for each program is described in greater detail below. All funding packages are contingent upon maintaining good academic standing.

• Deadline: Dec 01, 2024 (Confirmed)*
• Work Experience: Any
• Location: North America
• Citizenship: Any
• Residency: United States

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Fully Funded PhD in Education at University of Michigan

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The University of Michigan, located in Ann Arbor, Michigan, continues to offer fully funded Ph.D. programs in Education with a commitment to providing comprehensive financial support to its students.

These programs cover a range of specializations, including educational studies, higher education, education & psychology, and English & education. In addition to the exciting academic opportunities, the university ensures that its students have access to robust financial support throughout their doctoral journey.

PhD Program Requirements

Prospective candidates for the University of Michigan’s Ph.D. programs in Education should possess a strong academic background and relevant qualifications.

PhD Funding Coverage

The University of Michigan is committed to supporting its Ph.D. students throughout their academic journey. The financial support package for admitted students is comprehensive and includes the following components:

Tuition Coverage: The university fully covers tuition costs for Ph.D. students, ensuring they are not burdened by educational expenses.

Health and Dental Benefits: Students and their families receive access to comprehensive health and dental benefits, promoting well-being during their studies.

Stipend for Living Expenses: Admitted students receive a stipend to cover living expenses, allowing them to focus on their research and studies without financial stress.

Research and Travel Support: Each program offers additional funding for conference travel, research projects, and writing endeavors, empowering students to engage in meaningful academic activities.

Academic Standing: It’s important to note that all funding packages are contingent upon maintaining good academic standing, emphasizing the university’s commitment to academic excellence.

Application Requirement

Online Application: Complete the university’s online application form.

Transcripts: Submit official transcripts from all previously attended institutions.

Letters of Recommendation: Provide letters of recommendation from academic or professional references.

Statement of Purpose: Write a thoughtful statement outlining your research interests, career goals, and why you’re interested in the chosen program.

CV/Resume: Include a curriculum vitae or resume detailing your academic and professional background.

Application Deadline

December 1, 2024

Application Fee

The fee is $75 for US citizens or permanent residents and $90 for non-US citizens.

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10 Best Online Doctoral Programs in Michigan

Michigan has over ninety institutions of higher learning listed under the  Carnegie Classification of Institutions of Higher Education , and of these, with seven medical schools, five law schools, and eighteen colleges listed as special-focus institutions. The state serves students from across Michigan, but also from around the world, in particular students seeking comprehensive, research based learning in a state with advancing perspectives on higher education and what the doctorate degree has to offer. This top 10 list explores the best options for earning an online doctorate degree from a Michigan college or university.

1. Andrews University

online doctoral programs including two Doctor of Nursing Practice degrees, one Doctor of Physical Therapy option, and four Doctorate in Education programs. The unique education programs, such as a Doctor of Philosophy in Curriculum and Instruction combine lecture time, integrated research opportunities, and hands on practice to prepare students for successful careers as leaders in their fields.

2. Central Michigan University

Central Michigan University (CMU) Global Campus offers three online doctoral degrees in Health Administration, Educational Technology, and Health Administration.

3. Wayne State University

online campus at Wayne State offers two transitional Doctor of Physical Therapy degree options through the College of Pharmacy and Health Sciences. The programs use state of the art teaching and research facilities, plus innovative online technology, to educate students locally and globally in the field of physical therapy. Students additionally benefit from high financial aid awards annually and learn from the same qualified faculty that teaches courses on campus.

4. University of Michigan at Flint

means that students can complete their coursework at their convenience, especially appealing for working professionals or those juggling family, other commitments, and school. Online coursework for the Doctorate in Education program is combined with one on-campus class that is held on one Saturday per month and students can plan to obtain their degree within three years. 

5. Oakland University

online programs in Education Specialist in Leadership and a comprehensive Doctor of Nursing Practice degree for nurses in clinical practice. Degree holders can choose to assume roles in academic or practice settings. The program prepares nurses for leadership positions and it takes two to three years for students to earn their degree. All students must also complete 1000 supervised hours of practice in addition to their coursework.

6. Michigan State University

Doctor of Nursing Practice program, including BSN to DPN and MSN to DPN options. The curriculum prepares advanced practice RNs to provide organization and systems’ leadership or clinical care at the highest levels and the program evaluates ways in which health care can reach diverse audiences, including those who are disadvantaged or underserved. Three concentrations are offered: Family Nurse Practitioner, Adult Gerontology Primary Care Nurse Practitioner, or Adult Gerontology Clinical Nurse Specialist. The online school also offers a hybrid EPET in Educational Psychology and Educational Technology degree program.

7. University of Detroit Mercy

Doctor of Nursing Practice hybrid degree option is occurs both on campus and online. The program at Detroit Mercy uses informatics and decision-making technology to transfer in-depth knowldeg of not only nursing, but also the biophysical, psychosocial, analytical, and organizational sciences to students enrolled online. Though a school that excels in the science, Detroit Mercy gracefully combines analytical academics with a history grounded in the Jesuit tradtition. The program’s curriculum is based on the AACN (2006) Essentials of Doctoral Education and requires thirty-six hours to complete.

8. Michigan Tech

online PhD program in Mechanical Engineering and Engineering Mechanics offers the same rigorous academic and research opportunities as found on the traditional campus and students may conduct research in a corporate, federal or similar R&D environment. The program serves students from across the nation plus Canada and Australia.

9. Western Theological Seminary

Western Theological Seminary is an evangelical and ecumenical community and aims to prepare Christians called by God to lead through missions. The nationally recognized school is affiliated with the Reformed Church in America and offers degrees at the doctoral level on campus and online.The online Doctor of Ministry program at Western Theological is a flexible online program that allows seminary students to obtain their degree in three years while still maintaining their current careers or other commitments such as family and can serve adult learners from any location. It takes thirty-six academic credits to earn the degree and tuition is locked in at the rate of a student’s first year enrolled.

10. Northern Michigan University

Doctor of Family Nursing Practice degree. Two tracks are offered, the BSN to DNP or the MSN to DNP. Upon completing the programs coursework students are required to pass a comprehensive exam in lieu of a dissertation.

Embrace the convenience of online learning and shape your own path to success.

Explore schools offering programs and courses tailored to your interests, and start your learning journey today.

28 Jun 2024 | Offices of the Vice President for Higher Education and Vice President for Mission Integration

28 June 2024

The University Community

[Sgd] Maria Luz C Vilches, PhD Vice President for Higher Education

[Sgd] Benjamin Gerardo T Tolosa, Jr, PhD Vice President for Mission Integration

It has been nine years since Pope Francis issued his encyclical Laudato Si’ and it has been two years since Ateneo de Manila University committed to becoming a Laudato Si’ University by the year 2030. In preparation for the tenth anniversary of this important encyclical and to understand better what we can do to become a Laudato si’ University, the theme for this year’s Talakayang Alay sa Bayan (TALAB) is Integral Ecology: Caring for Our Common Home .

Most of the activities for this year’s TALAB will be held on Tuesday, 15 October 2024. On that day, regular undergraduate classes will be replaced by TALAB activities. Graduate classes will proceed as scheduled. In order to ensure that all students will have slots, TALAB activities will run from 14-31 October but undergraduate classes will only be replaced by TALAB activities on 15 October. Regular undergraduate classes proceed as scheduled on the other dates.

Departments, centers, and offices across the University, as well as organized Ateneo student groups are encouraged to contribute activities for this year’s TALAB. Activities may take the form of trips, workshops, performances, film showings, and talks or panel discussions. Proposals may be submitted via go.ateneo.edu/TALAB2024Proposal . The deadline for submission is 30 September 2024.

Undergraduate students are expected to attend at least four hours of TALAB activities. Faculty members, formation professionals, departments, and programs are encouraged to require or incentivize participation of their students. Those who wish to do so may inform the TALAB organizers through this Google Form: ( go.ateneo.edu/TALAB2024Incentives )

TALAB is being organized through the Office of the Assistant Vice President for Social and Environmental Engagement for Development and Sustainability (OAVP-SEEDS) in the Mission Integration cluster, in partnership with the Sanggunian ng Mag-aaral ng mga Paaralang Loyola and the Council of Organizations of Ateneo - Manila.  Inquiries regarding TALAB 2024 may be sent to the OAVP-SEEDS at [email protected] . All succeeding updates on TALAB will be released from this office.

Let us come together and heed the call of Pope Francis to care for our common home! 

Recent News

“inclusive geometry curriculum for the deaf and hard-of-hearing” receives 2024 ascend excellence award for graduate research.

28 Jun 2024

A blue eagle spreads his wings…in Australia

Bringing learning by refraction to europe: fr johnny go sj concludes four-nation roadshow on ignatian pedagogy, “project siglakas” receives 2024 ascend excellence award for undergraduate project.

27 Jun 2024

2024 Releases from the Ateneo Press

Officer-in-charge, ateneo graduate school of business (he oicmemo#y2.52), amazing australia, “akay sa paglakbay” receives 2024 ascend excellence award for undergraduate research.

26 Jun 2024

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June 28, 2024

The 2024 ASCEND Excellence Award for Graduate Research was conferred on Mr. Vitus Paul L. De Jesus, a Ph.D. candidate in Mathematics Education for his research work entitled “Inclusive Geometry Curriculum for the Deaf and Hard-of-hearing Mainstream Classroom: A Curriculum Adaptation Model”.

Recent Ateneo de Manila Grade School graduate Rafa Alfonso (6-Claver in SY 2023-2024) was in Australia from 15-20 June 2024 for the Australia Cultural Immersion

Fr Johnny Go SJ, Dean of Ateneo de Manila University's Gokongwei Brothers School of Education and Learning Design, recently returned from a trip to Europe

June 27, 2024

This year’s ASCEND Excellence Award for Undergraduate Project was conferred on an outstanding group of third year AB Development Studies students for their project entitled “Project SigLakas: Empowering Barangay Bagong Silangan Parents for Health Resilience and Advocacy”.

In case you missed it, here are the AUP Titles that have been published so far in 2024! This list features fiction novels where characters

HE OICMemo#Y2.53 27 June 2024 TO: The Ateneo de Manila Community in Higher Education FROM: [Sgd] Maria Luz C Vilches, PhD Vice President for Higher

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Michigan lawmakers approve $82.5-billion state budget for 2025: What's in it

LANSING — Michigan lawmakers early on Thursday passed an $82.5 billion state budget for the 2025 fiscal year, with just over $59 billion going to support state government agencies and about $23.4 billion going toward education.

After a session that spanned 19 hours, the spending plan was approved at 5:10 a.m. with immediate effect, despite nearly unanimous Republican opposition, and sent on to Gov. Gretchen Whitmer, who is expected to sign it into law.

It's a bigger budget than the $80.7 billion spending plan Whitmer proposed in February , but state revenues and fund balances have improved somewhat since then.

The biggest drama surrounding the final budget plan related to school funding. The budget's freezing of the K-12 per-pupil grant for 2025 at this year's level of $9,608 created a split with sectors of the public school education community that has been one of Whitmer's staunchest allies. Groups such as the Michigan Association of Superintendents and Administrators and the K-12 Alliance of Michigan spoke out strongly against the funding plan Wednesday and said it would result in layoffs. That's despite the fact Whitmer's administration insisted schools would have more money to spend in the classroom in 2025 than they did this year, due to a major cut in what school districts will have to pay to the school employee retirement fund.

Without assurances that the one-time cut in retirement expenditures will be permanent, the budget "provides no long-term funding relief and will lead to layoffs this fall and in the future, as the funding for our schools will not be enough to keep up with inflation, rising health care costs, and the ending of federal relief dollars," the association of superintendents and administrators said in a Wednesday action call to its members.

Charter schools, which don't pay into the Michigan Public School Employees' Retirement System, would receive a 3.9% increase to their per-pupil grants, according to an analysis of House Bill 5507 prepared by the House Fiscal Agency .

The education budget passed the House early Thursday in a 56-54 party-line vote and hours later passed the Senate 20-18, also along party lines. Senate Republicans did not try to fight immediate effect for the two budget bills, as they could have done, since neither had the required two-thirds support.

The Democratic-led House also passed Senate Bill 911, which would reduce school district contributions to the employee retirement fund not just for 2025, but for future years. Democrats say the reduction is justified because postretirement health care for teachers is now fully funded, though other shortfalls in the pension fund continue.

“Teachers and school employees have more than met their obligation to retiree health care and deserve to have their hard-earned dollars back,” said state Rep. Regina Weiss, D-Oak Park, chair of the House Appropriations Subcommittee on School Aid and Education. “This legislation ends a decades-long policy that resulted in underfunded classrooms and a loss of pay for teachers.”

The main state government bill passed the Senate in a 20-17 vote, shortly before 4:30 a.m., with only state Sen. Ed McBroom, R-Vulcan, joining Democrats in voting yes. The House then approved the spending plan in a 56-54 party-line vote.

Together, the bills fund the 2025 state fiscal year, which runs from Oct. 1, 2024 through Sept. 30, 2025.

The Whitmer administration and Democratic legislative leaders have framed the overall budget as one that continues her administration's emphasis on improving education while reducing costs for Michigan families, takes steps to make Michigan more attractive for major manufacturing projects, and improves the equity of state government spending priorities to better benefit communities that have historically been underserved. State Sen. Sarah Anthony, D-Lansing, chair of the Senate Appropriations Committee, said the budget is "fiscally responsible and also looks out for every Michigander." State Budget Director Jen Flood has also characterized the budget as a return to normal after several years of sharply increased revenues , largely as a result of federal COVID-19 relief funding.

Republicans denounced the budget as bloated and accused Democrats of raiding retirement funds to find more dollars to spend, after quickly burning through a $9 billion state surplus . "They've created an unsustainable state budget and they want to play shell games to simply tread water," said state Sen. Thomas Albert, R-Lowell.

As one would expect for a governor who enjoys a Legislature controlled, albeit narrowly, by members of her own party, Whitmer got much of what she wanted in the final budget plan. But she didn't get everything.

Whitmer's proposed $25 million Michigan Vehicle Rebate Program was among the budget items that ended up on the committee room floor, according to a summary of Senate Bill 747 prepared by the House Fiscal Agency . It would have provided point-of-sale rebates of $2,000 for the purchase of new electric vehicles and $1,000 rebates for the purchase of internal combustion vehicles, with an extra $500 thrown in for vehicles that were union-made.

Also not making the cut in the final budget plan was Whitmer's controversial proposal to raise an extra $80 million by massively increasing Michigan's landfill tipping fees to $5 per ton, up from 36 cents per ton. The extra money would have been used in part to hire more people in the Department of Environment, Great Lakes, and Energy to clean up the state's contaminated sites.

The conference committee also axed a Whitmer proposal to raise extra money by requiring motorists to "opt out" of getting a recreation passport for state parks when they renew their vehicle registrations, rather than "opting in" for the extra charge, as they do now. Had it gone ahead, the change was expected to raise a little more than $17 million extra per year.

And Whitmer's call in her January State of the State to accelerate Michigan's move toward universal publicly funded pre-kindergarten, by removing all income requirements for families to qualify, didn't quite get there, either . Under the budget, 4-year-olds in all Michigan families, regardless of income, are eligible for free pre-kindergarten. But in the event there is a shortage of spaces, priority will be given to families with incomes at or below 400% of the federal poverty level.

Among the items included in the budget are:

• $100 million to help the Michigan State Housing Development Authority increase housing stock and affordability through the construction of new single-family and multiunit homes, renovation of existing units, and improvement of energy efficiency. This marks a $50 million reduction from what Whitmer called for in February.
• $65.1 million to increase child care provider pay rates by 15%. This marks an increase from Whitmer's February budget proposal, which called for a 10% pay hike, but it's less than the 20% increase in child care provider rates in the version of the budget passed earlier by the Senate.
• Creation of a Michigan Innovation Fund, assuming required state legislation is passed and signed into law, to support Michigan startups, including through direct funding, technical assistance and other services. The fund was initially proposed at $60 million.
• An extra $15 million for the Pure Michigan tourism promotional campaign on top of the $25 million it received this year, with $14 million of the extra funding coming from remaining federal COVID-19 funding.
• Close to $2.1 billion transferred to local road agencies from the Michigan Transportation Fund, which is an increase of $110 million from this year.
• A 2.5% increase for operating costs at Michigan community colleges and public universities.
• $45.5 million to assist businesses locating or expanding in Michigan, specifically around workforce needs. The money would also be used to support development of "customized talent solutions to help fill identified needs in certain industries." This reflects an increase of the $20 million proposed for this purpose in Whitmer's February budget proposal. Also, neither the House nor the Senate included any money under this line item in the budgets each passed earlier this year. Separately, the budget includes $2 million to increase the amount of high-tech talent in Michigan through various programs.
• $335 million in one-time "enhancement grants," including: $12.5 million for the planned Pine Rest Pediatric Behavioral Health Center of Excellence in Grand Rapids; $10 million for the Frankenmuth Youth Sports Complex; $10 million for Potter Park Zoo in Lansing; $7 million for Detroit Zoo infrastructure; $5 million for Mount Clemens downtown redevelopment; $5 million for Plaza Roosevelt Park improvements in Grand Rapids, and $4 million for the Jim Crow Museum in Big Rapids.
• $18 million in grants to museums, including $5 million to the Motown Museum in Detroit, $2 million to the Lakeshore Museum Center in Muskegon, $1 million to the Chaldean Cultural Center in West Bloomfield, and $1 million to the Michigan Flight Museum near Belleville. Another $9 million would be awarded on a competitive basis to museums and nonprofits that operate educational programs at museums or provide other support to them.
• $6 million for Michigan orchestras, with $750,000 allocated for the Detroit Symphony Orchestra and the balance going to other orchestras through a needs-based program.
• $1.5 million for renovation costs of a township hall in Brownstown Township.
• $10 million to support minority-owned businesses, with funds to be awarded in a "geographically diverse" manner.

Soon after approving the budget, lawmakers adjourned for a summer break. They are next scheduled to meet at the end of July.

Contact Paul Egan: 517-372-8660 or [email protected]. Follow him on X, @paulegan4.

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Trailblazers in Higher Education

University and college leaders preparing the next generation..

City & State presents Trailblazers in Higher Education University at Albany; NYC Kids RISE; The New School

By City & State

• Publisher's Section
• New York State

From campus protests to record donations, few sectors have garnered as many headlines recently as higher education – which only illustrates how vital New York’s colleges and universities are to both its economy and its political landscape. On campuses across New York – from Buffalo to Brooklyn – post-secondary leaders are modeling in real time how to respond to geopolitical controversies, navigate an increasingly digitized environment and support stakeholders through challenges like this year’s financial aid application snafu.

It’s not an easy job – especially in an era of shrinking enrollments and shifting student priorities. But the professionals on City & State New York’s 2024 Trailblazers in Higher Education list exemplify how New Yorkers are meeting the challenges, and then some. They represent diverse corners of the industry: presidents, professors and provosts, but also lobbyists, lawyers, nonprofit entrepreneurs and advocates.

Thanks to their efforts, enrollments are up at many schools, along with state investment in key engines of mobility like the Tuition Assistance Program. New initiatives are lifting up underserved communities and creative initiatives are responding to the evolving needs of both employers and the workforce.

Here, a look at the 100 professionals who are keeping New York at the fast-paced forefront of higher education.

John Alfonso

For decades, colleges, universities, museums and other institutions have sought financial counsel from accountant John Alfonso, a partner at the financial advisory and accounting firm CohnReznick in Manhattan. He leads the firm’s nonprofit and education practice, which provides audit, tax, accounting and financial advisory services to more than 1,700 organizations nationally. Alfonso is also a three-decade volunteer with the American Cancer Society, having chaired its national board of directors.

Victor G. Alicea

Puerto Rico native Victor Alicea is the founding leader of Boricua College, having championed the Hispanic-serving institution since its 1974 establishment – which makes him New York’s longest-serving college president. Alicea grew up in East Harlem and earned a doctorate at Columbia University, where he taught urban planning before taking on the challenge of leading a new, bilingual college catering to his fellow Latinos. Nearly a half-century later, his vision is amply realized in Boricua’s affordable, highly personalized education across three New York City campuses.

Since 2020, K.L. Allen has steered the regional expansion of the 27-year-old Western Governors University – most recently as regional vice president for the Northeast, leading operations across 12 states from Maine to Virginia for the online institution. Allen joined as director of WGU’s central region and chancellor in Ohio, where he boosted enrollment by 60%. He brings an entrepreneurial sensibility to his role, having earned a master’s of business administration and a doctorate in educational leadership, taught college-level business and served in various entrepreneurship and advocacy posts.

Horace E. Anderson Jr.

Under Horace E. Anderson Jr., Pace University’s Elisabeth Haub School of Law has increased its enrollment, donations, full-time faculty and partnerships with leading universities worldwide. Anderson, an intellectual property and technology law specialist who joined the faculty in 2004, recently established the Sustainable Business Law Hub, a research incubator devoted to global sustainability. The school now boasts the nation’s top-ranked environmental law program, according to U.S. News & World Report. Anderson also strengthened social justice and community ties through the new Pace Access to Justice Project.

Edward P. Antonio

It’s perhaps only natural that a theologian like Edward P. Antonio, steeped in philosophy and human striving, should become an authority on social justice. Having created and led the Office of Diversity at the Iliff School of Theology in Colorado, Antonio served as chief diversity officer at Concordia College before coming to Marist College, where he is the inaugural vice president of diversity, equity and inclusion. The author of books on African theology, Antonio brings his instructor’s instincts to the campus trainings he leads around intercultural and sexual differences, inclusion and conflict resolution.

Don Applyrs

Known as “Dr. Don” at NAF, the nonprofit where he directs strategic engagement, Don Applyrs orchestrates partnerships that open futures for disadvantaged students. With his help, NAF collaborates with hundreds of high schools nationally to provide career-focused academies that boast 99% graduation rates. Applyrs, a former urban public school principal with a doctorate in education, has led pandemic-era workforce development initiatives at the state Department of Labor, and his previous roles with the state Education Department include grant administration for its My Brother’s Keeper initiative.

Jennifer Ball

As a historian of gender and sexuality, Jennifer Ball is particularly well-positioned to appreciate diversity, equity, inclusion and access – the areas under­ her purview as a vice president at Clarkson University, where she is also a longtime humanities professor. As the school’s DEI chief, Ball brings her deep knowledge of social issues to her efforts in civil rights compliance and inclusivity. She has received multiple grants for her work in bystander intervention as well as a community action grant from the American Association of University Women.

Monica Barrett

Attorney Monica Barrett is a member at the New York City office of Bond, Schoeneck & King, where she co-chairs the firm’s higher education practice group. She is also an active member of the National Association of College and University Attorneys, which honored her with its Distinguished Service Award in 2021-22 – and at whose annual conference she recently presented on managing student activism around the Israeli-Hamas war. Barrett previously held general counsel roles at Rutgers University, SUNY and Barnard College, among others.

David Belsky

At Good Rebellion, founder and CEO David Belsky provides strategic consulting and public relations for educational and other mission-driven organizations. Belsky previously spent a decade managing integrated marketing for the State University of New York. Later, at the Fund for Public Schools, which supports the New York City Department of Education, he built and led a new communications department. Last year, Belsky was honored with the Young Alumnus in Public Administration Award from the Rockefeller College of Public Affairs and Policy at the University at Albany, his graduate alma mater.

Charles Bertolami

Charles Bertolami, a former president of the American Dental Education Association, is the longtime dean of New York University’s College of Dentistry. His tenure has seen the opening of the NYU Pain Research Center to pioneer opioid alternatives, a new partnership with the U.S. Department of Veterans Affairs to provide low-cost care, the launch of several leadership institutes and an annual symposium on health equity. He has also introduced first-of-its-kind robotic dental implant training. Bertolami holds a doctorate in medical science from Harvard University, where he previously served on the dental faculty.

Erik J. Bitterbaum

In over two decades at the helm of SUNY Cortland, Erik J. Bitterbaum has driven transformative changes. Among Bitterbaum’s accomplishments are a nearly $300 million overhaul of its campus located in the Finger Lakes region, including a green-friendly residence hall and a new science complex. Bitterbaum has also seen dramatic increases in the diversity of the school’s student body, an increased commitment to volunteerism and partnerships with the local community aimed at boosting economic development and civic engagement.

Few people know Sarah Lawrence College as intricately as Tom Blum, who has served the Westchester school in a variety of leadership roles since 2005. He is currently associate vice president for institutional research and government relations, a role in which he advocates before policymakers, coordinates legal representation and tracks key statistics like admissions, retention and outcomes. Blum, who is also secretary of the Sarah Lawrence board of trustees, previously served as vice president for administration and, prior to that, worked in planning at New York University.

Elma Borčilo-King

Seasoned higher education advocate Elma Borčilo-King heads state government relations and serves as community affairs adviser for the University of Rochester, the largest employer in upstate New York, representing 33,000 workers. She led the effort to secure $50 million in state funds – a university record – for the university’s Strong Memorial Hospital Emergency Department, as well as a new line item in the state budget to fund the university’s mental health initiative. Borčilo-King previously directed government affairs and public policy for the Commission on Independent Colleges and Universities.

Donald R. Boomgaarden

Since 2017, Donald R. Boomgaarden has led St. Joseph’s University of New York through a period of expansion. Most notably, he steered the institution from its designation as a college to its accreditation as a university. Boomgaarden has also increased St. Joseph’s endowment by 50%, unveiled a $17 million student center and added myriad new academic programs. A concert pianist and music historian by training, Boomgaarden was formerly the provost at the University of Scranton and dean of the College of Music and Fine Arts at Loyola University New Orleans.

Lola W. Brabham

More than 100 of New York’s higher education institutions are represented by Lola W. Brabham, who serves as president of the Commission on Independent Colleges and Universities in New York, an influential Albany-based organization. Brabham assumed the post in 2021 after a quarter-century in public service – including, most recently, as commissioner of the state Department of Civil Service. With CICU, she has led successful advocacy to expand the state Tuition Assistance Program, invest in campus improvements and mandate universal FAFSA applications.

La Tasha Brown

Having navigated higher education across the United States, the Caribbean and the United Kingdom, La Tasha Brown brings a global perspective to her role overseeing community relations at Rensselaer Polytechnic Institute. Brown, who holds a doctorate in comparative cultural studies, joined RPI as director of multicultural programs in 2022 and has since nurtured diversity through myriad identity-based programs and support services. She previously served as the inaugural manager of the Shirley A. Chisholm Center for Equity Studies at SUNY Empire State University in Brooklyn.

Susan Burns

Susan Burns was an accomplished administrator at Clarke University and Morningside College – but as president of the University of Mount Saint Vincent, she has taken on her highest-profile assignment yet. This year, she successfully steered the college to its new university status and was recognized with the Woman of Distinction Award from the Bronx borough president and My Sister’s Keeper Bronx. Burns, a psychologist, also recently authored the timely textbook “Psychology of Sex and Gender.”

Dara N. Byrne

CUNY veteran Dara N. Byrne was chosen in 2022 to lead the system’s Macaulay Honors College, where she presides over a top-ranked, tuition-free institution with soaring rates of both applicants and student diversity. Byrne had already proven her leadership skills as undergraduate dean at CUNY’s John Jay College of Criminal Justice, where she raised $15 million and, as associate provost for undergraduate retention, increased the graduation rate by 16%. She joined the John Jay faculty in 2003 as a professor of rhetoric and intercultural communication, and was awarded the college’s first Distinguished Teaching Prize.

Michael Cassidy

At the top Albany law and lobbying firm of Brown & Weinraub, state government veteran Michael Cassidy is known for his involvement with higher education policy. A trustee of the Commission on Independent Colleges and Universities in New York, he chairs its council of governing boards. Cassidy is also a trustee of Maria College and an advisory board member for the University at Albany's Rockefeller College of Public Affairs and Policy, his graduate alma mater. He previously served as then-Gov. Andrew Cuomo’s assistant director of state operations.

Anne Clancy

What’s a higher education leader doing at a phone company? If you’re Anne Clancy, you’re partnering the telecommunications company with universities to ensure students keep up with a digitizing education landscape. Clancy, T-Mobile’s national executive for higher education strategy, holds a master’s degree in online teaching and business along with a doctorate of education. She has held leadership roles at City Colleges of Chicago, founded the Oral Health Forum and worked as a manager at the American Dental Association – perspectives that inform her role connecting the business world and the business of learning.

Melissa Clarke

Melissa Clarke’s background at the intersection of politics and social work informs her work as New York policy director for uAspire, a nonprofit that champions financial and educational opportunities for underserved students. Her recent wins include successful advocacy to expand financial aid access through the universal FAFSA, as well as to increase income eligibility and award minimums with New York’s Tuition Assistance Program. Clarke has served as a policy associate for The Children's Defense Fund-New York and, prior to that, worked for the New York City Charter School Center.

Daisy Cocco De Filippis

Daisy Cocco De Filippis, a groundbreaking Dominican American writer and scholar, has led Hostos Community College through a period of challenges and opportunities – including a recent $15 million gift, the school’s largest donation ever. Having returned in 2020 to lead Hostos through the pandemic, De Filippis, who had been provost until 2008, recently celebrated rising enrollment, the newly opened Hostos Research Center and the college’s selection as a Top 10 finalist for the national Aspen Prize for Community College Excellence. De Filippis previously served as president of Naugatuck Valley Community College in Connecticut.

Faith C. Corbett

Faith C. Corbett has spent a little over a decade at City Tech, CUNY’s designated technology college, where she is responsible for the 17,000-student institution’s strategic partnerships, career services and community engagement. In her role, the former city and state legislative staffer has forged key partnerships with tech and workforce innovation firms. Corbett is also a member of the New York City Regional Economic Development Council, a collaborative group of business and community leaders and academic officials seeking to spur economic growth in partnership with state government.

Anthony W. Crowell

As dean and president of New York Law School, Anthony Crowell brings an insider’s knowledge of New York City government and a first-generation student’s enthusiasm for education. His dozen-year tenure has included the launch of the school’s Office of Diversity, Equity and Inclusion as well as the Plumeri Center for Social Justice and Economic Opportunity. Crowell has also introduced a new curriculum and experiential learning programs. A longtime teacher of state and local government law, he previously served as counsel to then-Mayor Mike Bloomberg.

Anthony Davidson

As dean of Fordham University’s School of Professional and Continuing Studies, Anthony Davidson has overseen the rollout of industry-oriented programs at three New York campuses and online – including graduate credentials through the new Real Estate Institute and an allied health division. Davidson, a scholar of management, has also orchestrated Fordham’s academic and corporate partnerships in England, China, South Africa and the Dominican Republic. He previously served as the founding dean of New York University’s School of Professional Studies business programs and founded the School of Business at Manhattanville University.

Sharon DeVivo

Sharon DeVivo has shepherded Vaughn College in Queens for nearly three decades, the past one as president and CEO. She guides a Hispanic-serving institution dedicated to upward mobility for its 1,600 students, most of whom are first-generation students as well as new Americans. DeVivo, who holds a doctorate of education from the University of Pennsylvania, counts both affordability and employability as cornerstones of her success at Vaughn: 98% of the college’s graduates are employed or continuing their education within a year of graduation.

Dennis Di Lorenzo

Alongside the Rochester Institute of Technology’s more traditional degree programs, Dennis Di Lorenzo champions workforce education through RIT Certified, the employer-focused skills training initiative where he is chief business officer. Di Lorenzo, a former dean at the New York University School of Professional Studies, has also served as a principal consultant for Education Forward Advisory. His expertise in workforce development and adult education are helping RIT to bridge the region’s skills gap through courses in fields ranging from health care and cybersecurity to manufacturing, construction and artificial intelligence.

Andrew Dobbyn

As chief of CWA 1104’s education division, Andrew Dobbyn represents 6,000 graduate student workers across the State University of New York system, Fordham University and other bargaining units he has added since assuming his post in 2020. Dobbyn recently helped secure a contract that boosted Fordham students’ base stipends, reduced workloads and eliminated graduate student fees. At Stony Brook University, where he is completing his doctorate in philosophy, Dobbyn previously led the Graduate Student Employees Union in successful campaigns to save the embattled Spanish department and raise stipends.

Alexander Enyedi

It’s easy to spot President Alexander Enyedi on the SUNY Plattsburgh campus: The Canada-born plant biologist is a ubiquitous presence in his red baseball cap. Enyedi arrived shortly before the COVID-19 pandemic, steering the 5,000-student institution through remote learning and, more recently, transitioning the former Plattsburgh College to university status. Enyedi previously served as provost at Humboldt State University, where he reorganized its academic programs and spearheaded external partnerships. Prior to that, he was a longtime faculty member and dean at Western Michigan University.

Linda Essig

As Baruch College’s provost and academic affairs chief, Linda Essig has been at the forefront of innovation for the New York City institution. Among her initiatives are a new program for transfer students, Baruch’s Office of Experiential and Community Engaged Learning and the Digital Learning Hub, with its online masters programs. Essig has also doubled research expenditures while growing full-time faculty by 10% and increasing instructor diversity. A former theater professor, Essig was previously dean of the College of Arts and Letters at Cal State LA.

Jim Finnerty

Jim Finnerty, a veteran of institutional fundraising and development, currently lends his talents to SUNY Buffalo State University, where he is vice president for institutional advancement. Over the past half-dozen years, Finnerty has nearly doubled annual fundraising, to $9 million, including multiple seven-figure gifts. He also developed a corporate engagement program that provides students with mentors, internships and scholarships. Finnerty, who began his career operating a financial aid counseling business, most recently led a $52 million campaign as senior director of campaigns for Oishei Children’s Hospital.

Before becoming president of the New York Institute of Technology in 2017, Hank Foley was a noted scholar of nanotechnology with 16 patents, 150 articles, a textbook and a legacy of mentorship to his credit. Foley, who has taught chemistry and chemical engineering at Penn State and the University of Delaware, most recently served as interim chancellor of the University of Missouri-Columbia. He is currently a board member of both the Commission on Independent Colleges and Universities in New York and the Long Island Regional Advisory Council on Higher Education.

A veteran of government and academia, Dan French co-chairs Barclay Damon’s higher education and its white collar and government investigations practice. He is also a leader of the firm’s Indian law practice. For much of the past decade, French was the senior vice president and general counsel at Syracuse University, his alma mater, where he additionally served as the university’s interim athletics director. French, a former U.S. attorney for the Northern District of New York, also previously held legal roles in the U.S. Senate.

Dan Fuller, one of New York’s most experienced education advocates, joined Ostroff Associates in 2022. His portfolio includes lobbying for operating revenue and campus capital funds for the State University of New York, as well as for expanding financial aid access. Previously, as deputy secretary of education under Govs. Kathy Hochul and Andrew Cuomo, he worked on initiatives such as the Excelsior Scholarship Program and the Tuition Assistance Program; he was also instrumental in expanding child care access and opening food pantries on SUNY campuses.

Richard Gatteau

Vice President for Student Affairs Richard “Rick” Gatteau isn’t just a longtime pillar of Stony Brook University. He’s also a champion of the next generation of higher education leaders, dating to his Fordham doctoral dissertation on female university presidents. More recently, Gatteau founded and directs Stony Brook’s master’s program in higher education administration – and for aspiring leaders from underrepresented backgrounds, he created the Student Affairs Fellowship Program. Last year, he was elected president of the SUNY Council of Senior Student Affairs Officers, representing the profession across 30 institutions.

Aaron Gladd

From Afghanistan to Albany, and from war to pandemic, Aaron Gladd has demonstrated exemplary leadership skills. The onetime U.S. Army platoon leader is now strategy chief for the State University of New York, where he is also senior adviser for operations and management – and has won plaudits for steering the system through its COVID-19 response. Gladd, currently a master’s degree candidate at Harvard University, previously served as chief of staff for two SUNY chancellors and was then-Gov. Andrew Cuomo’s deputy chief of policy.

Debra-Ellen Glickstein

Executive Director Debra-Ellen Glickstein founded NYC Kids Rise on an ambitious principle: to build a community-driven education savings platform for urban neighborhoods. Glickstein engages higher education leaders and city education officials on innovative programs like Save for College, which has accumulated $30 million for 200,000 public elementary school students through community scholarships. The economic development veteran, who holds a master’s of business administration from NYU and a public administration degree from Harvard University, previously led the city’s Office of Financial Empowerment and was a vice president overseeing programs for the New York City Housing Authority.

Ruth Gottesman

As a specialist in pediatric learning disabilities and the founder of an adult literacy program, Ruth Gottesman gave back through her work at the Albert Einstein College of Medicine. Earlier this year, however, she gave on another scale – donating $1 billion to subsidize free medical tuition at the Bronx institution, where she is a professor emeritus and chairs the board of trustees. With that move, the nonagenarian made one of academia’s most transformative donations ever – and took a singular stand against America's staggering tuition burden.

Carmen Renée Green

At the City University of New York’s School of Medicine, Dean Carmen Renée Green is tackling both New York’s physician shortage and its glaring health disparities. Under her leadership, CUNY Medicine is the rare institution that prioritizes lived experiences and excludes the MCAT in admissions decisions, yielding an unusually diverse student population – more than 60% Black and Hispanic. Green, an anesthesiologist and renowned scholar of urban and minority health issues, worked on the Affordable Care Act and advised the U.S. Senate on policy.

Keydron K. Guinn

As an educator, Keydron K. Guinn leads by example: Alongside a doctorate in medical sociology, he holds three master’s degrees. His background makes him an influential advocate at SUNY Downstate Health Sciences University in Brooklyn, where he is executive vice president and a professor in both the College of Nursing and the School of Public Health. He has also been a national health advocate with the NAACP and held leadership roles at Morgan State University and the Robert Wood Johnson Foundation Center for Health Policy.

Donna Heiland

Literary scholar Donna Heiland, Pratt Institute’s provost, is known as a champion of the arts and humanities – disciplines that are vulnerable in today’s STEM-focused climate. Heiland, who began her career as an English professor at Vassar College, has held leadership roles with the Teagle Foundation and the American Council of Learned Societies, national organizations devoted to humanities and liberal arts in higher education, and currently serves on the board of the Strategic National Arts Alumni Project. She joined Pratt in 2016 after serving as a vice president at Emerson College.

Charlotte Hunter

Charlotte Hunter brings twin loves of education and community to her role at Medgar Evers College, the CUNY school where she directs development and external relations for the Center for Black Literature. Hunter, who holds a master’s in curriculum and teaching from Columbia University, Teachers College, joined Medgar Evers a decade ago managing community outreach programs at the School of Professional and Community Development. Prior to that, she worked in marketing for New York University’s continuing education division and as a career readiness specialist for a city educational nonprofit.

Paul Iaccarino

The next generation of New York electricians owes a debt to Paul Iaccarino. As director of the Building Trades Educational Benefit Fund, he runs the union-subsidized, Brooklyn-based apprenticeship program for employees of USWU Local 363, presiding over a pipeline to secure careers. Iaccarino, an accountant by training, is a champion of technical education’s social and environmental benefits: His program is both an engine of diversity – 60% of trainees identify as people of color – and a conduit to more climate-friendly energy practices.

Kelly Jackson

Kelly Jackson wears a number of hats at SUNY Purchase College: In addition to serving as the SUNY school’s government relations liaison, she is also the senior director of intergenerational learning and program planning. In this role, Jackson – who holds a master’s in adult education from SUNY Buffalo State University – ensures opportunities for learners of all ages. Her portfolio includes continuing education and noncredit courses, along with academic and cultural partnerships. Prior to joining Purchase in 2008, Jackson was the director of community arts and education for ArtsWestchester.

John Jennings

Higher education is a specialty and a passion for attorney John Jennings, a partner and member of the government affairs practice group at Harter Secrest & Emery. Based in Rochester, he is a magna cum laude graduate and Graduate of the Last Decade honoree of Roberts Wesleyan University, where he currently teaches political science and serves on the board of trustees. At Harter Secrest, Jennings specializes in higher education and other highly regulated industries, including energy and biotechnology, as well as professional associations and nonprofit clients.

Marc Jerome

Marc Jerome is the third generation of his family to devote his career to Monroe College, a 90-year-old Bronx institution known for championing low-income, first-generation students. After briefly working as an attorney, Jerome joined the college in 1994, which was previously stewarded by his father and grandfather. Since he became president in 2017, his tenure has seen the expansion of Monroe’s New Rochelle campus, the opening of a hospitality training institute on the island of St. Lucia, the expansion of Monroe’s athletic programs and the introduction of several master’s degrees in teaching.

Cydney Johnson

A well-rounded veteran of varied higher education roles, Cydney Johnson currently leads Syracuse University’s government relations and community engagement efforts. In addition to overseeing the institution’s legislative and advocacy agenda, she also manages partnerships like Book Buddies, a literacy initiative in the Syracuse schools, as well as collaborations with local nonprofits and public programs around topics like home buying and nutrition. Johnson previously spent nearly a decade at SUNY Morrisville, where she taught marketing and served as chief of staff.

Larry Johnson Jr.

CUNY’s newest community college is under the leadership of Larry Johnson Jr., a longtime advocate for student equity who became president of Guttman Community College in 2021. Under his leadership, the more than decade-old Bryant Park college – whose enrollment is 94% minority and 58% first-generation – celebrated its largest increase in student enrollment and $2 million in new grants. With a doctorate in humanities from Clark Atlanta University, Johnson led Phoenix College and St. Louis Community College-Forest Park prior to joining CUNY.

Max Kenner is behind a compelling example of campus inclusion as founder and executive director of the Bard Prison Initiative, which enrolls incarcerated people in degree programs at Bard College. Kenner, who serves as Bard's vice president for institutional initiatives, also advises the school’s president on public policy. Kenner’s initiatives include Bard Microcollege, a tuition-free community initiative replicating the BPI model outside of prisons, as well as Bard Baccalaureate, a scholarship program for adult learners. He also co-founded the Consortium for the Liberal Arts in Prison, which promotes college in prison nationally.

Kyle Kimball

Kyle Kimball joined New York University last year to head its government relations and community engagement efforts. Prior to that, he held a similar role at Con Edison, advocating for the energy company and its clean energy transition with stakeholders across the downstate region. Kimball’s deep knowledge of New York City institutions comes in part from a series of leadership roles with the New York City Economic Development Corp., where he steered high-profile developments, including Brooklyn Bridge Park, Governors Island and NYU’s Center for Urban Science and Progress.

Michael Kohlhagen

Innovative programming is the signature of Michael Kohlhagen, president and CEO of the Center for Educational Innovation. Under his leadership, the organization has announced its new Bronx Innovation Center for local programming, rolled out a coding and robotics initiative in New York City public schools and relaunched Read to Lead, a digital career exploration platform, in Birmingham, Alabama and New York. Kohlhagen previously served as superintendent of schools in Wethersfield, Connecticut; assistant superintendent in the Port Chester and Hartford districts; and a founding partner for the Southern Westchester Collaborative High School, a therapeutic alternative school.

Frederick E. Kowal

Frederick E. Kowal heads United University Professions, the nation’s largest higher education union and a local affiliate of the American Federation of Teachers, representing nearly 40,000 members throughout the SUNY system. Under Kowal’s purview, UUP leads campaigns for greater state investment in SUNY operating and capital expenses, more full-time staff and expansion of the state’s Tuition Assistance Program. His outspoken advocacy helped block a plan to close SUNY Downstate University Hospital in Brooklyn while securing more direct aid in the state budget for struggling SUNY institutions.

Tessa Kratz

Having spent nearly two decades at KIPP NYC – North America’s largest network of public charter schools – Tessa Kratz knows education doesn’t end at graduation. With KIPP Forward, she supervises a program guiding high school students through college selections, admissions and transition – collaborating with 400 counselors nationally and cultivating partnerships to aid student success. Kratz, who founded the first KIPP high school in 2008, spearheaded a partnership with Achievement First and other school networks to form the Postsecondary Success Collaborative with the aim of ensuring postsecondary success outcomes for thousands of young people of color.

Joseph Landau

Known for his LGBTQ+ and immigration advocacy, Joseph Landau is moving up to be the new dean of Fordham Law School, succeeding Matthew Diller at the helm of the country’s sixth largest law school. A two-time winner of the school’s Teacher of the Year Award and a recipient of the Fordham Law Dean’s Distinguished Research Award, Landau has also been recognized by the National LGBT Bar Association and held leadership roles with the New York City Bar Association’s LGBT Rights Committee. Prior to entering Yale Law School, Landau was an editor at The New Republic.

Sayar Lonial

On behalf of NYU’s Tandon School of Engineering, Sayar Lonial orchestrates public-private partnerships and manages outreach to community members as well as government officials. He serves as vice dean for external affairs and public relations, handling all communications and promoting Tandon’s world-class engineering education, tech entrepreneurship and contributions to an innovation economy. Prior to joining NYU in 2011, Lonial headed planning and development at the Lower Manhattan Development Corp. and was deputy chief of staff for the New York City Council.

Amanda L. Lowe

Litigator Amanda L. Lowe is passionate about her education clients, representing their interests before state and federal courts. Based in Buffalo, Lowe is a partner at Phillips Lytle and co-leader of the firm’s higher education team, advising and defending colleges and their affiliated entities on a wide range of matters – from employment and Title IX to housing, student affairs and day-to-day operations. Lowe is also a member of the firm’s labor and employment practice group and specializes in representing fiduciaries – people and organizations with legal responsibilities to others.

James Maher

At Niagara University, James Maher leads a 165-year-old Vincentian Catholic institution with a global outlook. Under his leadership, the campus launched the Afghan Scholars initiative – for women denied education under the resurgent Taliban – and initiated partnerships with universities in India. Maher, a priest who previously spent a quarter century at St. John’s University, has also rolled out a master’s program in nursing, announced a new science research lab and celebrated major gifts along with a No. 30 ranking among North regional colleges from U.S. News & World Report.

Christine Mangino

Since assuming leadership of Queensborough Community College in 2020, Christine Mangino has spearheaded its first five-year strategic plan and launched a series of social justice initiatives aimed at supporting students. Under her leadership, the school has debuted its Truth, Transformation and Racial Healing Center, an equity dashboard, a Men’s Resource Center and, this summer, an LGBTQIA+ center. No stranger to CUNY, Mangino previously rose through the ranks at Hostos Community College, serving as department chair, dean and provost. She is an alum of the Aspen Presidential Fellowship for Community College Excellence.

Gregory Mantsios

When CUNY inaugurated its School of Labor and Urban Studies in 2018, it selected Gregory Mantsios to be its founding dean. The sociologist, a national expert on the labor movement, had previously spent 34 years defining the field and cultivating nontraditional students as the founding director of the school’s predecessor, the Joseph Murphy Institute for Worker Education and Labor Studies. Mantsios, a onetime community organizer and union official, previously directed labor studies at then-Empire State College and is the founder and publisher of New Labor Forum.

Liza Marquez

Queens College is Liza Marquez’s alma mater, as well as the institution to which she has devoted her career. For the past seven years, Marquez has managed the CUNY college’s external and government relations, representing a staggeringly diverse and ambitious campus before lawmakers in New York and Albany – along with handling outreach with local and community organizations. Marquez, who holds bachelor’s and master’s degrees from the college, previously directed IT client services and served as the school’s human relations manager.

Gabriel Marshall

From campus events and peer mentoring to family and student engagement, Gabriel Marshall develops support structures and expands programming as the associate vice president for student affairs at SUNY Oswego. Marshall, who holds a master’s in college counseling as well as a doctorate, was previously in the role of assistant vice president for student success and retention at SUNY Buffalo State University. He has also led student achievement programs at Nazareth University and was part of the inaugural cohort of SUNY’s Black Leadership Institute.

Lesley Massiah-Arthur

Known as one of New York state’s top higher education lobbyists, Fordham University Associate Vice President for Government Relations and Urban Affairs Lesley Massiah-Arthur has brought in some $40 million in Fordham-specific grants in her role as special assistant to the president. Massiah-Arthur advocates for her graduate alma mater on local, state and federal matters as varied as Pell Grants, DACA and college affordability. She honed her budget skills as a staffer with the Assembly Ways and Means Committee, and is currently earning her doctorate at the University of Pennsylvania.

Linda Mauro

A onetime fashion professional, Linda Mauro now stitches together the day-to-day operations at Berkeley College’s New York City campus, ensuring that everything from finances and personnel to community outreach come together with panache. Mauro left the fashion industry in 2001 to work in enrollment at the college, eventually overseeing admissions at multiple campuses. Mauro, whose purview includes new programming, brought her worlds together last year when she launched Berkeley’s Designer-in-Residence Program, giving fashion students hands-on experience both in Manhattan’s Garment District and at Fashion Week.

Denise Maybank

From recruitment through graduation and beyond, Denise Maybank is responsible for educational success as vice chancellor for student affairs at the City University of New York. Since joining her undergraduate alma mater in 2020, she has guided both enrollment and student engagement functions to improve outcomes. Maybank previously spent 15 years at Michigan State University, where as vice president and associate provost she spearheaded a wellness initiative, helped guide the campus through the COVID-19 pandemic and rolled out the Neighborhood Student Success Center to cultivate academic and social support.

Jennifer A. McLaughlin

For matters ranging from disability accommodation and financial aid to intellectual property, colleges and universities turn to Jennifer A. McLaughlin, a partner at Cullen and Dykman on Long Island. McLaughlin co-chairs the firm’s higher education practice group and is a frequently consulted expert on Title IX, including serving as a panelist for hearings on sexual misconduct. Aside from a brief stint as associate counsel for Long Island University, McLaughlin has devoted her career to Cullen and Dykman, where she is also a member of the commercial litigation department.

Ryan A. McPherson

As the University at Buffalo’s inaugural chief sustainability officer since 2011, Ryan A. McPherson oversees a strategy that has so far reduced the school’s carbon footprint by 35%. Under his oversight, the university was recognized by the White House as a national model for climate action, and scored a No. 1 world ranking by the Times Higher Education Impact Assessment in taking urgent action to combat climate change. McPherson first joined the university in a government relations role just after graduating from its law school, with a focus on environmental law.

Belinda S. Miles

Since taking the helm of SUNY Westchester Community College in 2015, President Belinda S. Miles has increased first-year retention and more than doubled graduation rates at the county’s largest higher education institution, which educates 21,000 students annually. She has also celebrated improvements in college readiness and implemented mental health and well-being initiatives. As the school’s first African American and female leader, Miles is a champion of inclusion for WCC, SUNY’s most diverse campus and its first school to be federally designated as a hispanic-serving institution.

James Montoya

The mighty College Board boasts a worldwide membership of school districts, secondary schools and post-secondary institutions worldwide – and James Montoya is their liaison. He ensures that the organization’s SAT, AP courses and other programs remain relevant and responsive to institutional needs as well as the 7 million students they serve. Montoya is also responsible for governance and global higher education and serves as secretary of the College Board corporation. He previously was a vice provost and dean at Stanford University, his alma mater, where he still is a guest lecturer.

Alison Munsch

At Iona University, business scholar and Chief Diversity, Equity, Inclusion and Belonging Officer Alison Munsch models the coexistence of capitalism and social consciousness. As an associate professor in Iona’s LaPenta School of Business, Munsch has done this through educational programming – including a popular diversity speaker series – and initiatives like the Equity Collective, which partners students with financial organizations for networking and conversations around inclusivity. Munsch, who holds a doctorate in psychology, jump-started these conversations on campus as a co-chair of the business school’s DEI Task Force and currently moderates Iona’s Women in Business Club.

Wendy M. Nicholson

At LaGuardia Community College, one of New York’s most diverse schools, Wendy M. Nicholson is the inaugural executive director of diversity, equity and inclusion. The seasoned American Sign Language interpreter joined LaGuardia in 2012 to advise and advocate for students with disabilities in a workforce preparation program. Since becoming DEI chief, Nicholson has developed the school’s social equity plan across multiple divisions, advised on diverse recruitment and retention, and devised DEI metrics to quantify the impact of her work. She recently earned a doctorate in public affairs from Rutgers University.

Joanne Passaro

Cultural anthropologist Joanne Passaro has served since 2018 as president of Metropolitan College of New York, using her own experience as an adult student to encourage others (Metropolitan’s average student age is 33). She leads a 60-year-old, social justice-focused institution with two campuses in Manhattan and the Bronx and schools dedicated to human services and education, business and public affairs. Passaro is retiring this summer after a career that also includes serving as provost at Carroll University in Wisconsin and at Mercy College, where she oversaw planning and budgeting.

Melinda Person

Melinda Person’s education career started in a Boston sixth-grade classroom and took her to the leadership of New York State United Teachers, a 700,000-member union of workers associated with New York’s schools, colleges and health care facilities. Over nearly two decades with the union, Person has launched NYSUT’s Member Action Center to galvanize political engagement and created the Regional Political Organizer Program to connect members with their elected officials. She also developed the Pipeline Project, which has trained and supported 200 NYSUT members in campaigns for office.

Emma Pierson

Computer scientist and health equity scholar Emma Pierson has an impact well beyond academia, publishing widely in such outlets as The New York Times, FiveThirtyEight and Wired. Pierson is an assistant professor at Cornell Tech, the Jacobs Technion-Cornell Institute and Technion. She also holds a secondary joint appointment in population health sciences at Weill Cornell Medical College, where she develops data science and machine learning methods to study inequality and healthcare. Pierson’s work has been recognized with a National Science Foundation Career award and a Rhodes scholarship.

John Rhodes

At the U.S. Army 1st Recruiting Battalion in New York City, Lt. Col. John Rockland “Rocky” Rhodes serves as battalion commander, engaging the next generation of future soldiers. A prodigiously decorated combat veteran and award-winning West Point history professor, he focuses on relationship building for the Army across the education sector. Rhodes’ most ambitious new initiative is working with Army Cadet Command to provide qualified community college graduates automatic acceptance to local universities and Army ROTC programs to earn a degree and Army commission debt-free.

Andrew Rich

Andrew Rich brings an ambitious spirit to CUNY’s City College of New York, where he serves as dean of the Colin Powell School for Civic and Global Leadership. Over five years, Rich has grown enrollment by nearly 40% – making the 3,500-student school CCNY’s largest student division – and spearheaded a $72 million-and-counting capital campaign. He has also unveiled an Office of Student Success, the Daniel Patrick Moynihan Center and CCNY’s Social Mobility Lab, which he co-founded. Rich previously headed the Harry S. Truman Scholarship Foundation, a federal agency.

Christine Riordan

In just shy of a decade at the helm of Adelphi University, President Christine Riordan has launched two strategic plans, supervised $126 million in campus improvements, added 50 new academic programs and established an Office of Diversity, Equity, Inclusion and Belonging. A sought-after executive coach and TEDx speaker, Riordan attributes her effectiveness partly to the perspectives she’s acquired studying engineering, earning a master’s of business administration and a doctorate in leadership and organizational behavior. She is an active member and former board chair of the Commission on Independent Colleges and Universities in New York.

Carolina Rodriguez

Carolina Rodriguez helps student loan borrowers across the Empire State as director of the Education Debt Consumer Assistance Program, a project of the Community Service Society. Rodriguez, an attorney who also holds a master’s in social work, brings an advocacy background to her work at CSS, a nonprofit that champions low-income New Yorkers. She joined a dozen years ago as a supervising attorney with its Health Initiatives Department, guiding a statewide coalition of grassroots health initiatives and managing the state’s largest health insurance enrollment network.

Havidán Rodríguez

In 2017, Puerto Rico-born sociologist Havidán Rodríguez became the first Hispanic president of a SUNY four-year institution – and led the University at Albany to become the Northeast’s first R1 research institution awarded the Seal of Excelencia for Latino student success. He also serves on President Joe Biden’s Advisory Commission on Advancing Educational Equity, Excellence and Economic Opportunity for Hispanics. At the university, Rodríguez has secured $75 million in state support for the Albany Artificial Intelligence Supercomputing Initiative and celebrated the newly merged College of Nanotechnology, Science, and Engineering.

Jeffrey Rodus

Jeffrey Rodus joined the City University of New York last year as vice chancellor for government affairs, leveraging his quarter-century in New York City government to advocate for his alma mater. Rodus earned his master’s from Baruch College, where he later taught and was honored with Baruch’s 2011 Distinguished Alumni Award. Prior to assuming his current post, Rodus was a chief of staff to the first deputy mayor to New York City Mayor Eric Adams. His experience also includes over two decades at the New York City Council, where he held financial and administrative roles.

David E. Rogers

Labor economist David E. Rogers is a longtime fixture at SUNY Morrisville, where he became president in 2015. During his tenure, the college has raised $100 million for capital projects, unveiled its first master’s program and rolled out several new bachelor’s programs. Rogers also appointed Morrisville’s inaugural chief diversity officer and developed an environmental plan – anchored by the new Agriculture and Clean Energy Technology facility – that was recognized by the Sustainable Upstate Network. Rogers previously served the college as provost, chief information officer and dean of the business school.

Scorpio Rogers

With a background that spans entrepreneurship, academia and administration, Scorpio Rogers is a longtime fixture at Mercy University, where he currently heads community relations and government affairs. Most recently, Rogers has helped forge partnerships with community-based organizations, including Roads to Success and Thrive Scholars. He is also helping to launch Catalyst, a comprehensive student support initiative. Rogers has served as founding director of the Mercy Business Incubation Center, vice president of multiple Mercy campuses and a professor of entrepreneurship.

Terri Rosen Deutsch

Over 22 years with Hunter College, Terri Rosen Deutsch has leveraged her city government experience to bring in $2 million annually. Currently the school’s associate vice president for external affairs, she leads advocacy that has facilitated Hunter’s expansion beyond the main campus, including the East Harlem social work school, the Roosevelt House Public Policy Institute and Manhattan Hunter Science High School. Rosen Deutsch’s broad collaborations have yielded programs that place students in community-based jobs and internships with city agencies and nonprofits.

Neil Schluger

An educator, pulmonologist and researcher, Dr. Neil Schluger leads the School of Medicine at New York Medical College, supervising the training of nearly 1,200 medical students, residents and fellows, along with a faculty of more than 1,700. Schluger’s research has centered around public health challenges like tuberculosis, tobacco use and air pollution; he was a principal investigator in the Centers for Disease Control and Prevention-sponsored Tuberculosis Trials Consortium, an international collaboration, and a founder and director of the East Africa Training Initiative, a fellowship program in pulmonary and critical care medicine.

Ali Ryan Scott

Assistant Vice President Ali Ryan Scott brings a wealth of experience in advocacy and fundraising to St. Francis College, the Brooklyn Catholic institution where she directs marketing and external affairs. She joined the college in 2021 after holding a series of development and alumni relations roles, including with New Jersey Seeds, a nonprofit that champions education access for low-income students. Prior to that, Scott was a program director for the Grassroots Community Foundation. She holds a law degree from Howard University.

Brian J. Shanley

Brian J. Shanley, a scholar of philosophy and a Dominican priest, currently serves as president of St. John’s University, where he teaches a course in ethics and is guiding a post-pandemic strategic plan. Before coming to Queens, Shanley was the longtime president of Providence College, his undergraduate alma mater, where he presided over increased faculty hiring, made significant campus upgrades and raised the institution’s academic and athletic profiles. He holds a doctorate from the University of Toronto and has taught philosophy at Catholic University of America.

Janet Silver

For over 20 years, attorney Janet Silver has provided counsel as well as representation for colleges, universities and the Association of Private Colleges. As a member of Hinman Straub’s education and government relations practice areas, Silver is a familiar presence in Albany. Her legislative wins include significant Tuition Assistance Program increases, and she routinely secures approval for schools’ nonprofit conversions, closures, mergers, new programs and other regulatory matters. An expert in special education and licensure issues, Silver has a long history of leadership with the Albany County Bar Association.

Donna Stelling-Gurnett

Donna Stelling-Gurnett had a lot to celebrate in this year’s state budget: As president of the Association of Private Colleges, a 12-institution coalition, she led a successful campaign to expand the state’s Tuition Assistance Program, scoring historic increases in eligibility, income thresholds and financial aid dollars. Before joining APC in 2013, Stelling-Gurnett sharpened her nonprofit advocacy skills as the executive director of several association management organizations – including the Albany-based Association Development Group – and of the National Scleroderma Foundation.

Terrance Stroud

Deputy Commissioner Terrance Stroud oversees the Office of Training and Workforce Development for the New York City Department of Social Services, the nation’s largest municipal social services agency. He was also the first Black recipient of the Adjunct Faculty Teaching Award at his alma mater, Indiana University Maurer School of Law, where he oversees the New York Externship Program. In addition, he was the inaugural Global Leader in Residence at Indiana’s School of Global and International Studies. Stroud was recently appointed to the White House Commission on Presidential Scholars.

Henry Louis Taylor Jr.

Historian Henry Louis Taylor Jr. has devoted his career to the intersection of race, class and community development, with a focus on Black neighborhoods and social movements. At the University at Buffalo, where he teaches in the Urban and Regional Planning Department, Taylor founded and directs the Center for Urban Studies. He is also the associate director of the Community Health Equity Research Institute. The recipient of the Urban Affairs Association’s Marilyn J. Gittell Activist Scholar Award, Taylor has had his research widely featured in national media outlets.

Marion Terenzio

With degrees in community psychology and music therapy, Marion Terenzio brings a Renaissance sensibility to the presidency of SUNY Cobleskill, where she is a national authority on campus-driven community development. Terenzio won a 2019 economic development award from the American Association of Colleges and Universities for launching SUNY Cobleskill’s Institute for Rural Vitality. Last fall, she was awarded a Fulbright scholarship to promote collaborations around international agricultural education. She also recently co-chaired SUNY’s task force on empowering students with disabilities.

Jared Trujillo

Jared Trujillo, a widely cited expert on criminal justice, teaches constitutional law, critical race theory and the criminal legal system at the CUNY School of Law. Trujillo also co-chairs the Lesbian, Gay, Bisexual, Transgender and Queer Rights Committee of the New York City Bar Association. He previously served as senior policy counsel at the New York Civil Liberties Union, where he worked closely with elected officials and other stakeholders on criminal justice policy. He began his career at The Legal Aid Society, later serving as president of the Association of Legal Aid Attorneys.

Krystyn J. Van Vliet

Since coming to Cornell University from the Massachusetts Institute of Technology last year, research and innovation chief Krystyn J. Van Vliet has connected the university’s research communities with external funding and facilitates the local, regional and national collaborations that translate research into societal impact. Under Van Vliet’s guidance, Cornell campuses have partnered with regional innovation hubs around microelectronics, AI and other cutting-edge fields. She is also a professor of engineering, a Bose Awardee for Excellence in Teaching, a multi-patented scholar of materials science and the scientific founder of a company developing 3D-printed pharmaceutical platforms.

Lisa Vollendorf

Online or in the classroom, there are more students than ever at Empire State University, where President Lisa Vollendorf has boosted new enrollment by 24% at the state’s only public online institution. Her approach promotes highly flexible learning and hands-on training through corporate and union partnerships. Vollendorf, a noted scholar of Romance languages, previously spent 16 years in the California State University system, served as provost for the University of Northern Colorado and director of the Hispanic Institute at the University of California, Santa Barbara.

Hemlines go up and down, but advocacy and outreach are always in style. At the Fashion Institute of Technology, that’s where Lisa Wager comes in. As the SUNY school’s first director of government and community relations, Wager has been instrumental in raising FIT’s profile and demonstrating its vital role in New York’s globally resonant creative industry. A veteran of the Clinton administration and, more recently, a New York City nonprofit, Wager also developed FIT’s community relations program, representing the college at local community boards, advisory councils and business improvement districts.

Chanda Washington

Chanda Washington’s career has taken her from community editor to community affairs – the latter at Hofstra University, where she assists the president with government relations and local outreach. Washington honed her knowledge of grassroots communities at The Washington Post, where she spent a decade leading teams that reported on local stories. Prior to joining Hofstra, Washington directed communications around education, housing, public safety and economic opportunity for the mayor’s office in Washington, D.C., and earned a master’s of business administration from Howard University.

Samantha White

Samantha White’s focus puts her at the intersection of such timely issues as sports, health, race and social justice. White, who has consulted for The North Face and serves on the board of the environmental nonprofit 10 Billion Strong, was honored with her school’s Justice, Equity, Diversity and Inclusion Faculty Award this year. White and her colleagues received a National Endowment for the Humanities grant to study sports and the Latino experience. She was selected as an Early Career Faculty Fellow with the Nielsen Center for the Liberal Arts at Eckerd College.

Renée T. White

A scholar of the Black experience, Renée T. White serves as the provost of The New School, where she leads academic affairs, having previously held the same role at Massachusetts’ Wheaton College. White, who holds a doctorate from Yale University, is also a well-regarded professor of sociology, currently at The New School for Social Research. She is the editor of several books on Black culture and identity, and the awardee of a National Endowment for the Humanities fellowship in Black film studies.

Jeannette M. Wing

In 2017, nationally renowned computer scientist Jeannette M. Wing left Microsoft Research for Columbia University, where she was the inaugural Avanessians Director of its Data Science Institute. As of 2021, she is also Columbia’s executive vice president for research. Wing, whose current scholarship focuses on trustworthy AI, is also a longtime faculty member at Carnegie Mellon University, where she used to head the computer science department. Her experience also includes leadership with the National Science Foundation’s Computer and Information Science and Engineering Directorate.

Joshua C. Woodfork

A scholar of American studies, Joshua C. Woodfork has a broad perspective on the nation’s diversity – and its importance at Skidmore College, his longtime professional home. Woodfork joined the school as a faculty member in 2005 and currently serves as executive director and vice president for strategic planning and institutional diversity. He also co-chairs Skidmore’s Committee on Intercultural and Global Understanding, which advises the president. He previously co-founded Skidmore’s Black Faculty and Staff Group, and in 2008 received the Skidmore College President’s Award.

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What Happens to Biden’s Student Loan Repayment Plan Now?

More than eight million borrowers are enrolled in the income-driven plan known as SAVE. The Education Department is assessing the rulings.

By Tara Siegel Bernard

President Biden’s new student loan repayment plan was hobbled on Monday after two federal judges in Kansas and Missouri issued separate rulings that temporarily blocked some of the plan’s benefits, leaving questions about its fate.

The preliminary injunctions, which suspend parts of the program known as SAVE, leave millions of borrowers in limbo until lawsuits filed by two groups of Republican-led states challenging the legality of the plan are decided.

That means the Biden administration cannot reduce borrowers’ monthly bills by as much as half starting July 1, as had been scheduled, and it must pause debt forgiveness to SAVE enrollees. The administration has canceled $5.5 billion in debt for more than 414,000 borrowers through the plan, which opened in August.

If you’re among the eight million borrowers making payments through SAVE — the Saving on a Valuable Education plan — you probably have many questions. Here’s what we know so far, though the Education Department has yet to release its official guidance.

Let’s back up for a minute. What does SAVE do?

Like the income-driven repayment plans that came before it, the SAVE program ties borrowers’ monthly payments to their income and household size. After payments are made for a certain period of years, generally 20 or 25, any remaining debt is canceled.

But the SAVE plan — which replaced the Revised Pay as You Earn program, or REPAYE — is more generous than its predecessor plans in several ways.

Ask us your questions about the SAVE student loan repayment plan.

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• Politics & Elections
• Higher Ed Has Questions for Biden and Trump

As the president and former president face off in their first debate, we asked some of the sharpest minds in academe: What would you ask if CNN handed you the microphone? We got an earful.

By  Bob Moser

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Photo illustration by Justin Morrison/Inside Higher Ed | Joe Raedle/Getty Images | Paul Morigi/Getty Images

For an industry that employs four million Americans and attempts to educate 15 million more, higher education is, strangely, routinely ignored in presidential elections. Every four years, higher ed types wonder if this will turn out to be the long-awaited “higher ed election.” And every November, they realize that aside from some jibes at “woke” students and the occasional proposal for free community college or Title IX reform, the topics that matter to colleges and universities barely came up at all. 

But there’s hope for 2024, though not for the best of reasons. Skepticism of a college degree’s value has risen to the level of a public relations crisis. The post–Oct. 7 unrest that roiled some campuses turned them—and their students and faculty—into convenient political objects of loathing and derision for populist Republicans and invited congressional investigations into their handling of antisemitism charges. The rise in state control over public universities bubbled up in the primary, in the form of Florida governor Ron DeSantis, and even Donald Trump declared that “firing the accreditors”—an unlikely wedge issue if ever there was one—would be his “secret weapon” for winning back the White House.

Reported by Johanna Alonso, Jessica Blake, Susan H. Greenberg, Katherine Knott,  Josh Moody, Ryan Quinn, Marjorie Valbrun and Sara Weissman.

Meanwhile, President Biden has struggled to make good on his promises to undo Trump’s Title IX reforms and push through mass student loan forgiveness. At the same time, he’s alienated many young voters—who could well decide the election in closely contested swing states—with his staunch backing of Israel. And both candidates, aiming to win over Black voters, have boasted about how much they’ve done for HBCUs.

That’s a lot of fodder for a debate. But it doesn’t scratch the surface of the challenges colleges and universities are confronting. For starters, how can a college education be affordable, offer equitable opportunity without affirmative action and remain relevant to the emerging economy?

The debate moderators, try as they might, won’t get to all the important questions the present and former presidents should have to answer tonight. So we asked a range of higher ed leaders, thinkers, reformers and skeptics what they’d ask Biden, Trump or both candidates if CNN magically handed them the microphone.

Here are some of their sharpest questions, edited for clarity and concision. Now, we’d all like some answers.

AFFORDABILITY AND STUDENT DEBT

Rotua Lumbantobing

Vice president, American Association of University Professors, and professor at Western Connecticut State University

The U.S. has a world-class public education system, but states’ divestment in public universities has resulted in higher tuition rates, worsening racial inequalities and preventing many from a path of upward mobility. How can we maintain and extend excellence in public higher education while making college and university affordable for a broad swath of U.S. society?

David Wippman

President of Hamilton College

President Biden, you have proposed a range of measures to make higher education affordable, from loan forgiveness to expanding Pell Grants. Yet a majority of Americans now question whether higher education is worth the cost . What is the proper role of the federal government in ensuring that all qualified students can get a college education without incurring a crushing burden of debt, and what role, if any, should the government play in limiting tuition increases?

Managing director at Achieve Partners and author of Gap Letter and Apprentice Nation: How the “Earn and Learn” Alternative to Higher Education Will Create a Stronger and Fairer America

President Biden, your administration has gone to great lengths to forgive as much student loan debt as possible, adding $145 billion to the current year federal budget deficit. But other than restarting the Obama-era crackdown on “predatory” for-profit colleges, implementing new disclosure requirements for all institutions as a component of new gainful-employment rules, and further broadening the consumer protection agenda, we’re straining to see a forward-looking vision for how postsecondary education should evolve to better serve students and families in our digitally transformed economy. With evidence of diminishing return on investment from degree programs, with a majority of students now graduating into underemployment and record-low confidence in higher education institutions, how will you require all colleges and universities to deliver more value for students?

Michelle Dimino

Director of education at Third Way

Nearly 40 million Americans started college but never completed a degree. This contributes to financial struggles faced by borrowers and their families, losses on taxpayer dollars, and an undertrained workforce to meet economic needs—but it’s almost never talked about nationally.​ What do you believe the federal role is in stemming the college completion crisis, and what steps will your administration take to increase graduation rates and decrease college dropout rates nationwide?

CAMPUS CULTURE WARS AND ACADEMIC FREEDOM

Nicholas Dirks

CEO of the New York Academy of Sciences and former chancellor of the University of California, Berkeley

Given the level of government support for private institutions of higher education, should we mandate the extension of First Amendment protections to all private universities to bring them into line with public universities? Follow-up question: Will you pledge to support the priority of free speech protections in universities, even when they might come into conflict with other legislation or federal programs and initiatives?

President Trump, you have often criticized “woke” indoctrination of students and promised to use the accreditation process to reclaim colleges and universities from the “radical left.” Yet numerous studies offer little support for claims that students are being indoctrinated or that their political views change significantly while in college. What specific evidence do you have of woke indoctrination in U.S. colleges and universities?

Paulette Granberry Russell

President of the National Association of Diversity Officers in Higher Education

At least 85 bills have been introduced in 28 states and the U.S. Congress that would limit or outright ban programs and practices that encourage diversity, equity and inclusion in public education (secondary and postsecondary). Do you believe these bans on DEI initiatives affect this country’s social values, its commitment to equality and equity, and democracy?

Kenneth Stern

Director of the Bard Center for the Study of Hate and author of The Conflict Over the Conflict: The Israel/Palestine Campus Debate

One of the complaints from many Jews about the campus protests is that antisemitism should be treated like other forms of bigotry but frequently isn’t. The House recently passed the Antisemitism Awareness Act, mandating that civil rights investigations use the definition of antisemitism established by the International Holocaust Remembrance Alliance, which includes examples about speech regarding Israel. Would you sign this bill if it is passed by the Senate? And if so, would you encourage Congress to adopt a parallel government-sanctioned definition of racism that also included political examples, such as opposition to affirmative action or opposition to the removal of Confederate statues?

Corey Saylor

Research and advocacy director at the Council on American-Islamic Relations

Free speech and academic freedom are on our minds. Considering administrators at higher education outlets shutting down pro-Palestine protests, through arrests or academic crackdowns, how would you ensure students and faculty on different sides of divisive political conversations are protected?

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Jonathan Greenblatt

CEO of the Anti-Defamation League

Over the past year, we’ve seen colleges and universities struggle to both protect free speech and safeguard students from identity-based hate and harassment—and too often tolerate hostile environments that raise serious concerns under federal civil rights laws. ADL recorded 732 campus-based antisemitic incidents between Oct. 7 and the end of 2023 alone. This was a staggering 1,081 percent higher than in the same period in 2022, when ADL recorded only 62 incidents. In your second term, how will you deal with the recent and shocking rise in antisemitism, and how will your administration build on the U.S. National Strategy to Counter Antisemitism?

Michael DeCesare

Senior program officer, American Association of University Professors

The AAUP and other national organizations have recently documented an alarming increase in political interference in higher education. This intrusion has significantly threatened colleges’ and universities’ autonomy and faculty members’ academic freedom and, with it, the quality of teaching and learning. As president, what would you do to protect this country’s colleges and universities from political interference and preserve academic freedom?

Genny Beemyn

Director of the Stonewall Center at the University of Massachusetts, Amherst

Because of anti-DEI laws and policies, LGBTQ+ centers at state colleges and universities in Texas and Florida have been closed, and such centers in other states are threatened with closure. How do you respond to LGBTQ+ students who say that these spaces are a lifeline for them—that they likely would have dropped out of school or even attempted suicide if not for these centers and the support they received there?

IMMIGRATION AND INTERNATIONAL STUDENTS

Executive director and CEO of NAFSA: Association of International Educators

International students are major contributors to their campuses, communities, cities and the nation. Yet unlike other countries, the U.S. does not have a national strategy to attract and retain them. Many international students, upon completion, return home to contribute and become important bridge builders for the United States. Those who choose to remain in the U.S. help foster innovation and help grow the economy by contributing their skills and knowledge. As president, what policies would you put in place to welcome international students to the U.S., and for those who wish to contribute to the economy postgraduation, would you consider putting in place measures to streamline employability?

Excessively long wait times for visas, including student visas and visas for short-term research visits and conferences, mean that fewer foreign students are able to come to the United States. U.S. scholars and students have fewer opportunities to interact with their counterparts from abroad. What steps can the federal government take to ensure that the United States’ broken immigration system does not cut U.S. researchers and students off from crucial interactions with their counterparts abroad?

President Trump: As a result of anti-immigration policies enacted during your term, the U.S. fell well behind competitor countries in attracting international students, dampening the growth of one of America’s most important exports. Now you’re proposing that we staple green cards to college diplomas for international students. Why should international students trust that if they come to the U.S. during a second Trump administration, they’ll actually be able to stay and work?

INEQUITIES AND AFFIRMATIVE ACTION

Walter Kimbrough

Interim president of Talladega College

Historically Black colleges and universities have been a popular talking point since the 2020 election cycle. President Trump, you always mention them as part of your four-point accomplishments for African Americans, yet in actuality you submitted budgets that proposed cuts to HBCUs and important programs (like work-study and SEOG) every year. President Biden, you submitted the most aggressive plans for HBCUs of any presidential candidate, as well as bold budget increases, but Congress has tempered those goals with more modest increases. What are your plans for HBCU funding if re-elected, and how will you ensure the success of your proposals?

Shaun Harper

Executive director of the University of Southern California Race and Equity Center

A year ago, the U.S. Supreme Court struck down affirmative action in college admissions. Some universities are already reporting that significantly fewer Black undergraduates are enrolling this fall compared to recent years. In the absence of race-conscious admissions policies and practices, higher education institutions need federal tools to ensure the racial diversity of their student populations. If re-elected, what will your administration do to ensure that talented students of color gain access to our nation’s most elite institutions?

Ivory A. Toldson

Howard University professor, editor in chief The Journal of Negro Education and former executive director of the White House Initiative on Historically Black Colleges and Universities

The persistent racial disparities in higher education are a reflection of the deeply entrenched systemic racism that permeates our society. In light of the Supreme Court decision to end affirmative action and the ongoing attacks on diversity, equity and inclusion initiatives in higher education, how will your administration address the worsening systemic racial inequities in access, affordability and student success outcomes?

Tracey Vitchers

Executive director of It’s On Us

President Trump, your administration’s changes to Title IX made it significantly harder for survivors to report sexual assault and obtain justice, walking back years of progress. We should strive for a world in which no student graduates college having experienced sexual assault. Given how these policies negatively impacted students and survivors across the country, what authority do you have to speak on protecting women’s safety and rights under Title IX?

INSTITUTIONAL HEALTH

Pano Kanelos

Founding president, University of Austin

New institutions, which could provide dynamic new models and desperately needed competition, are dissuaded from entering the marketplace by the regulatory environment. New institutions, for example, are unable to offer their students Pell Grants or subsidized federal loans until they are accredited, often taking seven or more years. And they must graduate students before they are accredited, yet it is extremely difficult to attract students who know that they will graduate from a not-yet-accredited institution. What will the next administration do to make it easier for new nonprofit universities that offer compelling curricular models and sustainable financial models to be put on fair competitive footing with legacy institutions?

President Trump, you’ve attacked colleges and universities for student protests, opposed the Biden administration’s efforts to forgive student loans, and threatened to shut down the Department of Education. And yet the only affirmative higher education proposal you’ve put forward is establishing a new national online university called the American Academy, which would be free for students. Is it your position that the many challenges facing higher education and workforce development are best solved via free college?

President Biden: Surviving as a small college has always been hard, but with your administration’s failed rollout of the new FAFSA form, it looks as though FAFSA completions will be down 10 percent this year , which means a 10 percent decline in new enrollment could be the minimum for small institutions. With small colleges already closing at an unprecedented rate of one per week , how will you change financial responsibility rules to ensure small colleges get the attention and help they need before going out of business, leaving students in the lurch and taxpayers on the hook?

WORKFORCE DEVELOPMENT

Jee Hang Lee

President and CEO of the Association of Community College Trustees

What role do you believe community colleges should play in workforce development, and how would your administration broker partnerships between community colleges and businesses?

With college graduate hiring down in an otherwise strong labor market, the impact of AI on entry-level jobs has begun to be felt. With a strong majority of employers reporting they believe AI will do the work of recent college grads and hiring fewer new workers, it’s clear that good entry-level jobs are shifting to higher-value work that will require prior experience in the industry and role. Whether through reform of the Federal Work-Study program or other means, how will you mandate or incentivize colleges and universities to ensure students get necessary work experience before graduating and joining the growing ranks of the underemployed?

Shawn VanDerziel

President and CEO of the National Association of Colleges and Employers

Internships, apprenticeships and similar experiences are important to developing a career-ready workforce and provide multiple benefits to students and employers alike—including, for students, a means by which they can explore and strengthen their skills and abilities and, for employers, as a means by which to attract and recruit new college-educated talent for their workforces. However, as many internships are unpaid, many students cannot afford to take part in this important experience. As a result, students of color, women and other historically marginalized groups are underrepresented in paid internships. How will your administration work toward expanding paid internships?

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