ku higher education phd

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Educational Psychology & Research Curriculum & Admission Requirements

Program structure, supervised college teaching experience, residency requirement, comprehensive examination, dissertation, graduate admission.

Applicants must have a bachelor’s degree in educational psychology & research or a closely related field with at least a 3.5 grade point average on a 4.0 scale. International applicants are strongly encouraged to complete the application process well in advance of the application deadlines, in order to ensure adequate time for processing of visa related paperwork. Meeting minimum admission standards does not guarantee admission to the program. Applicants are welcome to contact one (or more) of the faculty members in the department prior to applying for the doctoral program, however it is not required.

Application Deadlines

Program curriculum.

Graduate students pursuing the Ph.D. in Educational Psychology and Research at KU will need to select a program area of emphasis in Development & Learning (D&L) or Research, Evaluation, Measurement, and Statistics (REMS). The student will work closely with an advisor to determine a plan of study. The curriculum requirements outlined below are the minimum required for the degree. To be adequately prepared for an intended career, the student’s advisor may encourage additional coursework or opportunities which may include presenting and/or publishing scholarly papers.

Course requirements

Development & learning (d&l) area of emphasis, human development and learning core (24 cr).

• EDUC 800 —Education as a Field of Study (3 CR)
• EPSY 800 —Development During Youth and Adulthood (3 CR)
• EPSY 802 —Child Development (3 CR)
• EPSY 807 —Theories and Research in Human Learning (3 CR)
• EPSY 818 —Social Development (3 CR) [can sub PSYC 825]
• EPSY 836 —Behavior & Systems Neuroscience (3 CR)
• EPSY 837 —Neuroscience of Achievement Motivation (3 CR)
• At least 1 course in professional development (e.g., college teaching, grant writing)

Research Skills (12 CR)

• EPSY 810 —General Linear Models (3 CR)
• EPSY 822 —Educational Scales, Questionnaires, & Sampling (3 CR)
• A course in qualitative methods (e.g., ELPS 871 , C&T 808 )
• One additional quantitative research course (e.g., EPSY 803 , EPSY 812 )
• [Note: Up to two relevant courses (6 CR) from the master’s degree can be used to satisfy research skills requirements]

Specialization Courses / Electives (12 CR)

• Students may use their specialization courses / electives to pursue topics of interest related to their study of human development and learning.
• EPSY 808 —Social Psychology (3 CR)
• EPSY 896 / 980 special topics courses (multiple can count if on different topics)
• PSYC 870 —Cognitive Development (3 CR)
• Any statistics / measurement course (e.g., EPSY 803 , EPSY 812 , PSYC 896 , STAT 823 )
• Other relevant courses as discussed with advisor

Please note, this is a potential plan of study. Please consult with your faculty advisor before enrolling.

additional requirements

Dissertation Defense: 3 credit hours

Research, Evaluation, Measurement, and Statistics (REMS) Area of Emphasis

Program courses.

• EPSY 800 Development during Youth and Adulthood
• EPSY 806 Issues in Human Growth and Development
• EPSY 807 Theories and Research in Human Learning
• EPSY 810 Regression and ANOVA: General Linear Models
• EPSY 811 Analysis of Variance
• EPSY 812 Meta-Analysis
• EPSY 816 Evaluating School Programs
• EPSY 902 Research Methodology in Education
• EPSY 822 Educational Scales, Questionnaires, and Sampling
• EPSY 921 Measurement Theory and Practice I
• EPSY 922 Measurement Theory and Practice II
• EPSY 926 Hierarchical Linear Modeling
• EPSY 999 Doctoral Dissertation

Admission & Curriculum Resources

The online application is designed to give you the ability to submit all supporting documents in one form. We invite you to explore our graduate degree information, review our student resources, and learn more on our knowledgeable faculty and the vibrant community of Lawrence, Kansas.

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Application Checklist

Ph.d. in educational psychology & research.

Applicants are required to submit the following materials and meet the following requirements before the application deadline:

Online application

Complete through the KU Office of Graduate Admissions

Transcripts

One official copy of academic transcripts from each college or university attended

English translation of transcripts

Official transcripts from an international university must include an English translation

Resume or CV

Statement of intent.

Please describe: 1) Why you are interested in this degree program, including what skills, competencies, and experiences you hope to gain in the program, 2) Your career goals and how this degree program relates to your career goals (that is, how you see this program preparing you to meet your career objectives), 3) Prior relevant educational, work, and research experiences, 4) One research topic or issue that you would like to pursue in this program, including the faculty member with whom you would like to work, if known.

Online letters of recommendation

Names and email addresses of persons to be asked to complete letters of recommendation who can provide a thorough evaluation of one’s abilities at the graduate level

Proof of English proficiency

Non-native English speakers must demonstrate English proficiency

Financial document (international students only)

Required by U.S. government in order to issue the I-20 or DS-2019

Application fee

$65 for U.S. residents; $85 for international applicants.

Writing sample

A writing sample of your best academic work.

Program Faculty

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PhD Overview

Program overview.

The primary mission of the Doctor of Philosophy in COMS is to train students in the process of conducting original research in human communication. With few exceptions, our PhD graduates pursue careers doing research and teaching in higher education.

Graduate students are expected to work within one of the department’s two main research areas:

• Relationships & Social Interaction: Faculty in this area study interpersonal, intercultural, and organizational communication using quantitative and qualitative methods. Theories of relationships (e.g., family, romantic, friend, professional) and social identities (e.g., cultural, race, social class, age, gender) guide their research.
• Rhetoric & Political Communication: Faculty in this area focus on rhetorical and argumentation studies, and both quantitative and humanistic approaches to political communication. Their work engages, among other things, issues related to democratic inclusion, digital media, political institutions, and public memory, with particular concern for matters related to gender, race, nationality, and other cultural indices.

See course options for  COMS Graduate Courses  and the full KU Academic Catalog .

While there are many fine graduate programs in the nation, there are several ways in which the KU program excels. KU provides the intellectual room and support for graduate students to build innovative programs that may bridge different areas of the discipline. The culture of openness to ideas led our faculty to be among the first in to develop courses and research focused on organizational rhetoric.

The department is student-friendly and works hard to encourage graduate student teaching and research. Surveys of graduate student satisfaction place the department at the very top of the discipline. 

KU is situated in Lawrence, Kansas, and is a vibrant college town. The state's flagship university has many  resources  for academic and financial support. Lawrence has an active arts community, and there are many opportunities for cultural engagement, health & wellness activities, and professional development.

Contact Information

Dr. Yan Bing Zhang Professor, Director of Graduate Studies The University of Kansas, Department of Communication Studies Bailey Hall, 1440 Jayhawk Blvd., Room 101 Lawrence, KS 66045-7574 Phone:   785-864-9678 Email:   [email protected]

Alec Graham Graduate Program Coordinator College Office of Graduate Affairs Bailey Hall, Room 310 Phone:   785-864-2318 Email:   [email protected]

Additional Resources

• The Graduate Handbook describes the most essential aspects of Doctoral study in Communication Studies at the University of Kansas, as determined by Departmental policy and University regulations. In addition to this compilation of rules and guidelines, every graduate student should read the pertinent sections of the latest edition of the  Academic Catalog . Current students can review the handbook on the COMS Graduate Studies Canvas page.
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The University of Kansas

Earn your online Ed.D. in higher education administration from KU.

Learn more about this online program

Get more info on admission, deadlines, tuition and financial aid, career paths, curriculum, and more when you fill out the form below. We’ll be in touch to answer any questions and help you get started.

Advance your future in higher education.

Make a difference in your future and in higher education by pursuing your online Ed.D. from KU. This degree is taught by full-time, nationally recognized faculty to help you apply the most recent scholarship and research skills to advance your career in colleges, universities, and nonprofit organizations. This online doctorate is specifically designed to prepare you for mid-level positions in student affairs, student support services, and institutional research, to high-level positions, like university presidents, deans, and provosts.

Program snapshot

Top-tier degree, faculty, and opportunity.

The KU School of Education and Human Sciences — recently ranked No. 7 in the nation on U.S. News & World Report’s list of Best Public Education Schools — sets you on a path of success through its student support, welcoming community, and professional development. KU is a globally recognized institution and one of just 38 public universities in the AAU, a group of America’s leading research universities. An online Ed.D. in higher education administration from KU signals prestige, quality, and career readiness.

Finding the time to continue your education to advance your career can be complicated. At KU, we recognize that and construct our degree programs in a way that makes them achievable for everyone with the ambition to succeed. KU's online doctorate in higher education administration program offers flexible online learning that fits your schedule. Our online courses are taught by the same highly regarded faculty and expert instructors and meet the same rigorous educational standards as our on-campus programs.

Take the next step by sharing your information to learn more about the online Ed.D. in higher education administration. We are ready to help you take your future to the next level.

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The Office of Graduate Studies hosts research competitions and partners with other campus units to provide professional development workshops for graduate students.

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The University of Kansas

Learn more about earning your M.S.E. in higher education administration.

Advance your career opportunities as a college or university leader.

The M.S.E. degree in higher education administration from KU prepares you for a variety of leadership positions at colleges and universities, especially in student affairs. This program provides a theory-to-practice approach that increases your knowledge about diversity and inclusion, higher education administration, and college student development.

M.S.E. in Higher Education Administration Snapshot

Learn skills to give you the advantage in higher education administration..

This M.S.E. degree from the University of Kansas focuses on four core learning domains: foundational competencies, academic and professional development, personal growth, and fundamental research and assessment skills. With this emphasis on the study and practice of supporting college students' success, you’ll acquire expertise for a career in higher education, such as in student affairs, residence life, admissions, or enrollment management.

The M.S.E in higher education administration curriculum is offered in person as part of a cohort at KU’s Lawrence campus. If you choose to enroll as a full-time student, you’ll spend two years gaining hands-on experience as a paid graduate assistant — a position that includes both a full tuition waiver and health insurance. Alternately, if you already work full time, you can enroll as a part-time student on a rolling basis that fits your schedule. A total of 36 credit hours are needed for program completion.

The renowned full-time faculty of the KU School of Education and Human Sciences will be your instructors, mentors, and collaborators. As a student, you’ll have access to an extensive alumni network, plus robust opportunities to get involved with KU’s student life and to learn from and connect with experts on campus.

Now is your chance to be a part of one of the top graduate programs in education and human sciences in the nation. Find out more about the application process and deadlines by contacting an admission coordinator and begin your pathway to advancing your career with KU.

Learn more about this program

Get more info on admission, deadlines, tuition and financial aid, career paths, curriculum, and more when you fill out the form below. We’ll be in touch to answer any questions and help you get started.

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Ph.D. Theatre Studies

The master's and doctoral programs in theatre combine rigorous study of theory, criticism and history with production work in a collegial atmosphere. Students can expect to develop expertise in current methodologies, such as those derived from or applicable to contemporary historiography, semiotics, post-structuralism, performance studies, post-modernism and cultural studies. The research of our faculty ranks us in the top ten among a selection of major institutions in the 2005 Faculty Productivity Index by Academic Analytics. The department is an organizational member of the Association for Theatre in Higher Education and home to the prestigious Journal of Dramatic Theory and Criticism.

The purpose of the Ph.D. in Theatre is to develop leaders in the areas of both studies and practice.  The curriculum requires an intense exposure to critical theory, history and historiography, and the craft and art of performance, especially directing.  The majority of graduates become teachers in higher education, artists or both.

Recent and former students from the M.A. and Ph.D. programs work or have worked across a wide array of academic and artistic settings, including Junkyard Dog Productions, The Ohio State University System, Chapman College, Washburn University, CBS, Disney Productions, University of Costa Rica, University of Minnesota (Morehead), Southern Illinois University, University of Georgia, Texas Christian University, University of Minnesota (Duluth), University of Arizona, California State University (Fresno), Southern Utah University, Bismarck State College, SUNY-Buffalo, Columbus State University, University of Kansas, Benedictine College, Wayne State College (Nebraska), and Converse College.

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The ‘Hidden Curriculum’ of Mental Health in Higher Education

• Posted April 1, 2024
• By Ryan Nagelhout
• Career and Lifelong Learning
• Counseling and Mental Health
• Higher Education Leadership
• Student Achievement and Outcomes

As mental health remains a crucial and evolving aspect of teaching students across all levels of education, Professional Education at HGSE has developed programming to help educators evaluate the institutional supports and programs behind caring for student mental health.

One of those programs, Mental Health in Higher Education: A Theory-to-Practice Approach for Student Well-Being , aims to confront the complex challenge managing student mental health presents in higher education. Led by Lecturer Alexis Redding , the four-week virtual institute features a theory-grounded approach to mental health topics in an effort to provide educators clarity around the wide variety of mental health challenges seen in student populations.

“One of the principles of our program is that there is no one-size-fits-all solution when it comes to the college mental health crisis,” says Redding, faculty co-chair of HGSE’s higher education concentration. “Instead, we will give our participants the opportunity to learn from experts in the field who each offer a set of key questions to consider as they craft a tailored solution to meet the need at their home institution.”

Redding explained one of the goals of the curriculum is to bring “a new approach to thinking about student well-being” by using experts across a variety of educational disciplines. Rather than present a uniform set of solutions, the programming offers “a set of key questions to consider” that will help educators find solutions that match their own culture, existing programming, and resources available.

The program features a long list of education experts, including HGSE faculty such as Senior Lecturer Richard Weissbourd , director of Making Caring Common, and Emily Weinstein , executive director and co-founder of the Center for Digital Thriving. Other guests providing insight for the program include the Jed Foundation Chief Medical Officer Laura Erickson-Schroth, faculty director of Boston University’s Newbury Center Anthony Jack and Ball State professor and author Amanda Latz.

“When you look at our faculty, every person has an entirely different vantage point on student mental health and will help us consider a different aspect of the student journey,” Redding says. “We will follow the arc of what students experience from before they even get to college through the job search and graduation. Along the way, we will think critically about the issue of belonging on campus, basic needs security, and students who have been traditionally underserved.”

The vast perspectives considered, and mental health factors explored, allow participants to go beyond the numbers and data to gain new insights and avoid the “hidden curriculum” — assumptions of common knowledge about mental health that can create barriers between educators and student needs.

“This approach will allow them to create solutions that fit their institutional culture, existing programming, and the availability of resources,” Redding said. “Every participant will leave the program with a concrete set of questions to ask related to each of our topics, resources to use, and models of practice that they can consider for inspiration.”

Registration for Mental Health in Higher Education closes on April 10.

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Campus weather closure April 4

Posted: April 03, 2024 - 5:06 PM

Due to incoming inclement weather, campus will be closed tomorrow, Thursday, April 4. Online and in-person classes will be cancelled. Campus will reopen Friday, April 5 at 5 a.m. Only employees designated essential by Storm Day Staffing Plans should report to campus tomorrow.

New Balance Student Recreation Center, Fogler Library and dining halls will remain open regular hours.

Reminder: winter parking ban is in effect.

College of Education and Human Development

Umaine higher education program honors susan iverson with distinguished alumnx award.

Susan Iverson, a professor of higher education leadership at Manhattanville University in Purchase, New York, is the recipient of the 2024 Dr. Sue Estler Distinguished Alumnx Award from the University of Maine’s graduate programs in higher education. 

The award is presented annually to a higher education alumnus whose accomplishments embody the spirit and legacy of Estler, who served as a faculty member in higher education at UMaine from 1997 to 2009, as well as the university’s director of equal opportunity from 1986 through 1997. She passed away in 2019 of pancreatic cancer.

“Sue Estler’s professional experience, as director of equal opportunity and with Title IX, provided inspiration for the ways I approached professional and scholarly work related to women’s advancement, sexual violence prevention and policy, and other gender-equity matters,” says Iverson , who earned her Ph.D. in higher education from UMaine in 2005. “Her modeling of advocacy and activism, coupled with her good humor, warmth and integrity, has been fuel for my own raised consciousness about and commitment to social justice.”

Iverson was a student in courses taught by Estler, who also served on Iverson’s dissertation committee. Iverson says Estler pushed her to understand the historical underpinnings and context surrounding complex theoretical concepts and ideas. She says her entire doctoral program was transformative for her career.

“I’d been a long-time higher education administrator and assumed I would stay on that trajectory when I entered the program. However, the opportunity to teach graduate courses, the mentoring I received in research and the advising that pushed me to deepen my thinking from various theoretical lenses led me to take a professional fork in the road and pursue faculty rather than administrative positions,” Iverson says. 

Today, Iverson serves as a mentor and inspiration to her students through her teaching, research and commitment to equity for all. In her research, she uses a historical lens to document or analyze contributions of women and other minoritized groups to higher education. 

She has co-edited two defining books, “Feminist Community Engagement: Achieving Praxis” and “Reconstructing Policy Analysis in Higher Education: Feminist Poststructural Perspectives.” UMaine professor of higher education Elizabeth Allan was a co-editor of the latter volume as well.

During her career, Iverson has received numerous awards that speak to her accomplishments, including a 2011 Research and Scholarship Award for commitment to women’s issues from the American College Personnel Association, Standing Committee for Women; a 2010 Cultural Diversity Award, presented by the Ohio College Personnel Association; a 2009 Professional of the Year award from the American College Personnel Association, MultiRacial Network; and a 2006 Outstanding Dissertation Award from the American Educational Research Association, Division J (postsecondary education).

“Through her career Dr. Iverson has championed the work of applying policy discourse analysis to inform theory and practice to support women and historically marginalized populations in the diaspora of higher education,” says Aaron Tolbert , who nominated Iverson for the award.

Tolbert, who earned his Ph.D. from UMaine in 2017 and currently serves as assistant vice president for academic affairs at Hartwick College, also notes that Iverson’s career includes 10 years of student affairs administrative work in Massachusetts and Virginia, as well as tenured faculty roles at Kent State University and Manhattanville University. He says that her success aligns directly with the award criteria of enhancing positive campus climates for minoritized populations. 

“I served with Dr. Iverson on a dissertation committee and can attest that her dedication, focus and leadership continue today with the same rigor and value that have marked her celebrated career,” says Tolbert. “Indeed, Susan embodies the qualities that all students of Dr. Estler, including myself, have come to respect: her trenchant vision, her defined standards and her sincere care for her students’ growth.”

As a teacher and role model, Estler changed the course of many students’ lives for the better. She was a tireless advocate for equity and inclusion of minoritized individuals and served as a leader for LGBTQ+ rights initiatives throughout Maine and beyond. In the higher education program, Estler was fond of teaching Higher Education and the Law, History of Higher Education, Higher Education Policy and Politics, and Organizational Theory for Higher Education. A college athlete and sports fan, Estler’s book with Laurie Nelson, “Who Calls the Shots: Sports and University Leadership and Decision-Making” explored structural, legal, cultural and market forces that impact university decision-making relative to athletics.

Contact: Eunice Opare, Graduate Assistant in Higher Education, [email protected]

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K-State doctoral students receive awards for research presentations at Capitol Graduate Research Summit

Friday, March 29, 2024

Two graduate students, Jaymi Peterson and Ramona Weber, were K-State award recipients at the annual Capitol Graduate Research Summit at the State Capitol in Topeka.

MANHATTAN — Two Kansas State University graduate students were recognized for their outstanding research poster presentations at the annual Capitol Graduate Research Summit , or CGRS, held at the State Capitol in Topeka on March 21. Ramona Weber, doctoral student in health and human sciences specializing in kinesiology, Hanover , presented "Effect of dietary nitrate supplementation on tumor oxygenation." Weber's major professor is David Poole, university distinguished professor of kinesiology. Jaymi Peterson, doctoral student in food, nutrition, dietetics and health, Chanute , presented "Effects of pH and wet cooking on sorghum starch digestibility, phenolic profile, and cell bioactivity." Her major professor is Weiqun (George) Wang, professor of food, nutrition, dietetics and health. Both Peterson and Weber received $500 scholarships from the Graduate School for their presentations. The CGRS — coordinated between Kansas' six state universities — is an annual showcase in which graduate students present posters of their research to state legislators and the public to showcase their work and promote the value of graduate education. This year, more than 40 students discussed the implications their work has for issues of interest to Kansas legislators and residents. Outstanding presentations received awards from the participating institutions. Additionally, BioKansas presented three awards. During her presentation, Weber spoke with faculty and graduate students from the University of Kansas Medical Center about the impact of breast cancer, a disease that affects approximately one in eight women. Weber said learning about the research and experiences of graduate students from other departments and universities demonstrated the value of interdisciplinary collaboration. They discussed the dietary aspects of her research, and how it could help improve the chemotherapy process. Prior to the summit, Weber contacted State Rep. Lisa Moser, who represents the 106th District which includes Hanover. Moser visited with Weber at the Capitol and discussed Weber's ongoing research in breast cancer, as well as the impact of breast cancer in rural communities. Weber noted that effective communication of research results, both within the scientific community and the public, is integral to her doctoral training. "There is a significant gap between the public and scientists, which often results in misinformation," she said. "Impactful communication of research can bridge this gap and foster a trusting relationship, enabling continued support for the advancement of science." Peterson also had the opportunity to speak with legislators. She said the process of preparing her research presentation taught her the value of learning to discuss her work in a variety of formats for different audiences, so that it can be relatable to everyone. "One legislator spoke with me in depth," she said. "They were interested to learn about their potential uses for health-foods. When I explained to them that a majority of the public doesn't know what sorghum is or how it could be potentially leveraged for the Kansas economy, the legislators were very interested to learn more." She said the legislators who she spoke with seemed surprised that, according to Peterson's research, cooking food samples for 10 minutes improved starch digestibility. By doing this, the nutritional profile of sorghum for food applications could improve. "They were pleased to learn more about sorghum and how we could use this undervalued cereal grain to better the Kansas economy," Peterson said. "They agreed with me that to better leverage sorghum for Kansas farmers, it is important to first educate the public on sorghum polyphenols and their potential health benefits." Weber and Peterson were two of ten K-State graduate students who presented their research at this year's CGRS were selected to represent K-State based on their presentation at the university's Research and the State poster forum, which took place Oct. 24. They included Savannah Stewart, doctoral student in food science, Valley Center ; Holly Ellis, master's student in architecture, Grimes, Iowa ; Adi Siegmann, master's student in human development and family science-couple and family therapy, Detroit, Michigan ; Andrea Salazar, doctoral student entomology, Ecuador ; Manivannan Selladurai, doctoral student in grain science, India ; Amirsalar Bagheri, doctoral student in chemical engineering, Iran ; Reza Nematirad, doctoral student in electrical and computer engineering, Iran ; and Fidelis Onwuagba, master's student in geology, Nigeria . To learn more about the summit, its participants and their research, visit the Capitol Graduate Research Summit website .

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Division of Communications and Marketing 785-532-2535 [email protected]

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Chanute, Hanover, Manhattan, and Valley Center, Kansas; and Grimes, Iowa.

Michael Sellman 785-532-6191 [email protected]

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Education | Johns Hopkins graduate student workers union…

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Education | key bridge collapse live updates: goal set to restore traffic to port of baltimore, education | johns hopkins graduate student workers union reaches tentative agreement with university.

The Johns Hopkins University graduate student workers union reached a tentative agreement with the private university Friday.

Members of the Teachers and Researchers United, or TRU, are Ph.D. students who teach or conduct research while earning their degrees. They will vote to ratify the contract over the next month, which sets a minimum stipend of $47,000, guarantees stipends for four years of a five-year degree and provides up to 12 weeks of paid parental leave.

“It’s definitely a relief to get to this point,” said Andrew Eneim, a fifth-year Ph.D. student and TRU member who’s helped organize the union for the past four years. “It’s why we did all this work in the first place.”

If the agreement is approved, TRU members would become some of the highest-paid graduate workers compared with the cost of living in the country, Eneim said. TRU’s 22-member bargaining committee and Hopkins representatives agreed to the tentative contract.

A Hopkins spokesperson did not immediately respond to a request for comment.

Graduate workers are paid stipends for teaching and research. But work opportunities are limited, and the stipend amount could vary depending on the field of study and department. That created a $20,000 disparity between the lowest- and highest-paid graduate workers, Eneim said, a gap that would be closed by the agreement. Workers would be guaranteed funding for teaching assistants, research assistants and fellows for at least four years depending on their department.

“Everybody is getting paid fairly, and there aren’t these tiers that the university created in the past,” Eneim said.

More than 3,300 Hopkins Ph.D. students voted to unionize with a 97% vote in February 2023. TRU is affiliated with the United Electrical, Radio and Machine Workers of America and began bargaining with the university last May.

Graduate student unions have been around since the 1970s, but there’s been a surge in organizing at elite, private universities. The National Labor Relations Board in 2021 reversed a rule that had excluded undergraduate and graduate students from filing a petition to the board, opening the door for TRU to become an official union.

As a private institution, Hopkins is subject to the National Labor Relations Board’s federal jurisdiction. Conversely, the University of Maryland, a public university, does not have collective bargaining rights.

TRU members can’t strike or promote a work slowdown or stoppage as part of the agreement that would expire in June 2027.

Stipends would start at $47,000 in July and increase to $52,000 by July 2026. Graduate workers would each receive a one-time $1,000 signing bonus if the contract is ratified.

Along with the university covering health insurance premiums for dependent children and spouses, employees would receive a subsidy of $4,500 per child annually for children aged 6 and under. Employees with children aged 6 to 18 would be eligible for a $3,000 subsidy per child annually. There is an annual maximum of $12,000 per family.

Those with adult dependents would be eligible for an annual $3,000 subsidy per dependent.

International students would be able to apply for an $80,000 yearly fund to cover visa renewal fees, as well as being eligible for 14 days of leave to maintain immigration status.

Other highlights of TRU’s agreement include the right to peacefully protest without being met by force, free local transit passes for Baltimore and Washington, timely resolution of sexual harassment/Title IX complaints, explicit performance standards and just process in discipline and discharge procedures, and the use of progressive discipline, not law enforcement, in cases of mental health crises and drug abuse.

“We have work to do in the coming weeks to inform our members and ratify what we believe to be the best contract in higher ed labor,” Wisam Awadallah, a TRU member, said in a statement.

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2024-25 Academic Catalog

Doctor of philosophy in music education, ph.d. in music education.

The Doctor of Philosophy with an emphasis in either music education or music therapy focuses on research and scholarship. It is often sought by those who aspire to careers in research and/or collegiate-level teaching. The requirements help the student develop breadth and depth in understanding of musical behavior, sophisticated skills and extensive experience in pursuing new knowledge of such behavior, and a rational system for evaluating the relationships between the specialty and other areas of human understanding. The program culminates with the completion of a substantial piece of original research.

Ph.D. in Music Education Admission

Requirements for regular admission.

• Master's grade point average of at least 3.5 on a 4.0 scale.
• Appropriate baccalaureate and master’s degrees to support the individual’s goals for doctoral study.
• Three (3) letters of recommendation estimating the applicant’s potential for success in doctoral study.
• Documentation of at least 3 years of successful full-time experience, or its equivalent, as a professional music educator if seeking a concentration in music education, or at least 5 years of successful full-time experience as a professional music therapist, or its equivalent, if seeking a concentration in music therapy.
• Submission of a video recording appropriate to the degree of emphasis.
• A reasoned statement of professional goals and research interests.
• An interview with the appropriate faculty for the area of emphasis.
• Final official degree conferred transcripts(s) must be sent directly from all previous colleges or universities.
• Submission of resume. 
• Other supporting materials may be required.
• MEMT students admitted to the ME-Ph.D. program with a concentration in Vocal Pedagogy must complete a live audition with the Voice Faculty prior to the 1st term of enrollment.

Additional detailed admission requirements and information are found on the  School of Music website .

Graduate Admission to the School of Music

Application procedures and program requirements can change. Please visit the School of Music Admissions webpage for current information.

Graduate programs in the School of Music are open to students with acceptable baccalaureate degrees, as specified by the admitting areas, whose academic records indicate that they can do successful work at the graduate level. Regular admission requires a bachelor's degree and a grade-point average of at least a B (3.0 on a 4.0 scale), from KU or from another regionally accredited institution or foreign university with substantially equivalent bachelor's degree requirements.

Programs of study leading to the Master of Music (M.M.), Master of Music Education (M.M.E.), Doctor of Musical Arts (D.M.A.), and Doctor of Philosophy (Ph.D.) are offered through the School of Music. Specific admission procedures and degree requirements for the M.M. and M.M.E. programs are described under division headings. Specific admission procedures and degree requirements for the D.M.A., Ph.D. (musicology/music theory), and Ph.D. (music education/music therapy) are listed in the appropriate sections.

Program Areas

Graduate study in the School of Music is organized into program areas within 2 departments:

• Music includes programs in composition, conducting, musicology, music theory, and areas of performance.
• Music Education and Music Therapy (MEMT) includes programs in music education or music therapy.

At least a 3.0 grade-point average, overall and in the major area, is required for all coursework counted toward any graduate degree in the School of Music. If the overall grade-point average falls below 3.0, the student is placed on probation for one semester; if the cumulative average is not 3.0 or higher after the next semester, the student is dismissed from the program. Students must also achieve at least a grade of B or better in thesis, lecture-recital, document or dissertation, and on each recital for satisfactory completion of degree requirements.

Ph.D. in Music Education Degree Requirements

Research skills.

Doctoral students in music education and music therapy at KU must demonstrate research skills by completing three (3) research projects suitable for publication. These may be developed and completed independently or in consultation with appropriate doctoral faculty members. There must be a project for three different types of research methodology, usually representing methods of descriptive, experimental, and historical (including the history and logic of ideas) research. If those methods are chosen the descriptive and experimental research articles should be presented in APA style. The historical research article may be presented in Turabian, MLA, or APA style. The student may propose other divergent methodologies if those fit his/her program of study more adequately.  It is up to the doctoral program planning committee to approve the methodologies each student utilizes.

Each completed project is reviewed by the student’s doctoral program planning committee, which rules in the majority whether the project is of sufficient quality for publication in a national, refereed research journal in music education or music therapy using the Doctoral Competency Project Reviewer's Report Form . The committee chair will determine if the projects will be reviewed by additional faculty not a part of the program planning committee.  Single-author studies that have been published or accepted for publication in such journals may be used to demonstrate these skills.

Completion of each of the three (3) research projects must be certified by the student’s mentor/advisor in music education or music therapy on the student's degree progress check sheet and reported to the Graduate Student Service Coordinator for the School of Music.  The mentor/advisor must notify [email protected] to confirm the completion of each project.

Responsible scholarship requirements are met by satisfactory completion of courses MEMT 812 Research in Music Education or its equivalent and Music Therapy and MEMT 920 Doctoral Seminar in Music Education and Music Therapy.

Examinations

The student must pass two (2) examinations, the oral comprehensive examination and the doctoral final examination.

The music education and music therapy Ph.D. handbook is available online  and includes information about patterns of coursework, the Ph.D. minor, examinations, and the dissertation.

Plan of Study

Course requirements for the doctoral degree are flexible. The Ph.D. program requires a minor. Each student’s program is planned specifically in light of his or her background and to meet the needs of the anticipated academic and professional career. However, each student is expected to achieve a broad understanding of human musical behavior and to become skilled in research. The student works with their faculty advisor to complete an individualized degree progress check sheet, which is tracked by the Graduate Student Services Coordinator for the School of Music. A list of all course offerings can be found on the  Schedule of Classes . Professional competence, not hours of credit per se, is the underlying requisite for conferring the degree. Course selections must be approved by the student's academic advisor. 

Contact Information

• Area Coordinators: Jacob Dakon (Music Education), [email protected] , 785-864-4518 and Cindy Colwell (Music Therapy),  [email protected] , 785-864-9635
• Graduate Student Academic Services:  [email protected]  

Ph.D. in Music Education Program of Study

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What is Happening to U.S. Higher Education?

By Olivia Robertson

Recent technological advancements and new players have shaken up various industries, like entertainment and transportation. Now, these same changes are affecting higher education in America. New research out of Vanderbilt Business uses Layton’s marketing systems theory to understand the disruptions of the academic system. 

“ United States Education Structure is Under Stress: Exploring the Destabilization of Academia’s System Settings ” emphasizes that while education leaders don’t directly control these changes, their decisions can impact the outcomes and structure of the U.S. higher education system. Co-authored by Jen Riley , Morgan M. Bryant , Kate Nicewicz-Scott , Amy Watson , and Tiffanie Turner-Henderson , the study aims to analyze how the U.S. higher education system deals with these disruptions. The authors discuss 3 primary power shifts influencing how education is marketed and provide a reference for academic leaders to make decisions and take action in response to these changes.

“Our work critically examines these shifts by intertwining historical perspectives with the demands of today’s evolving landscape, emphasizing the need for transformative change within higher education,” says Riley. 

What is Layton’s theory of marketing systems?

Layton’s theory of marketing systems is a framework that looks at how changes in power, technology, or societal values act as catalysts, sparking a series of events in a system. This system involves the exchange of goods, services, or ideas. Once a catalyst occurs, opportunities and threats arise, and people or institutions respond based on self-interest, mutuality, and morality. The outcome is a transformation of the marketing system, affecting offerings and how it contributes to the community’s well-being. Layton emphasizes adapting to these changes to remain relevant and influential.

The authors discuss how the American Industrial Revolution was the “technological shock” that led to the transformation of higher education into what it is today. At the turn of the 20th century, many prominent American universities were established, focusing on applying science to industry needs. Now, higher education faces another revolution marked by technological, economic, and cultural changes. These shifts question the value of the exchange between society and U.S. higher education, leading to power shifts in various aspects. This tension pushes for a change in the types of educational offerings, causing traditional institutions and degrees to lose perceived and actual value. 

“To remain relevant, higher education must evolve and adjust program offerings to fit current market needs,” says Riley. “Failure to evolve may lead to declining relevance and influence as society seeks greater value elsewhere.”

What are the governance and political influences on higher education in the United States?

Recent scandals like the ‘ Varsity Blues ‘ and partisan politics have eroded trust in college leadership with increased political influence over universities. This influence is exemplified by instances like former Senator Ben Sasse becoming president of the University of Florida amid protests. Political appointments in university boards have risen, and students’ contributions to university budgets have doubled in the past 40 years. Yet, despite reduced allocations, states maintain significant influence. Recent legislative actions target tenure , DEI initiatives , and expenditures. Supreme Court rulings have favored conservative positions, impacting affirmative action and race-conscious admissions, prompting calls to end similar programs at institutions.

Does accreditation matter in the U.S. higher education system?

Accreditation signals quality and legitimacy, particularly the AACSB designation for business schools. Maintaining this accreditation focuses heavily on faculty research, creating a disconnect with student-centric objectives. While being a great researcher doesn’t necessarily correlate with practical teaching, there is value in the research-teaching nexus, especially in experiential learning. However, institutional emphasis on research poses challenges. Public distrust in scientists has increased , impacting the perceived value of inflated tuition funding scientific research, and critics argue that research doesn’t necessarily benefit student learning, especially when faculty are juggling teaching priorities for paying students with expectations for research productivity. 

“The current structure creates a tension between resource allocation and student success,” the authors write. “Considering the looming threat of a decline in prospective students due to a shrinking population, it is crucial to prioritize student outcomes and retention.”

How does macromarketing impact the desire for higher education in the United States?

Prior research indicates one macromarketing (big-picture, economic, and societal) effect of a successful higher education marketing system is the evidence of community quality improvement. However, Americans have lost confidence in the economic benefit of higher education, questioning its payoff, affordability, and access . Recent studies indicate a declining enthusiasm for college among Gen Z, with 50% believing a college degree is unnecessary. With the national birth rate decline since the 1960s posing challenges, there aren’t enough young workers to replace retiring Baby Boomers, threatening the historically counter-cyclical nature of the economy and demand for education. And, despite a growing need for skilled workers, many Americans feel that colleges and universities are not adequately preparing graduates for the workforce.

How has competition, especially technological, affected U.S. higher education?

Google, a key player in digital marketing , introduced Career Certificates as an affordable alternative to traditional degrees, making education more widely accessible. Google partnered with universities, shifting classroom responsibilities to external entities. By collaborating with universities, Google is a curriculum provider that bridges the gap between professors’ expertise and current industry practices. This partnership shifts traditional classroom responsibilities from professors to external, for-profit entities. Google’s approach, outlined in the company’s marketing materials, encourages faculty to provide “wraparound support” to a curriculum they did not participate in creating or delivering. Similar models are adopted by other companies like Ziplines Education, formerly GreenFig , which partners with prestigious institutions to support or replace traditional education.

Guild Education , a for-profit company, brokers employer-sponsored education benefits, directing millions of adult learners to selected programs. Industry leaders like Bloomberg and Salesforce offer branded certificates, emphasizing skills over degrees. Guild Education’s influence as a power player in education is significant, directing millions of credit hours. Despite its limited partnership with less than 1% of 4-year degree-granting institutions, it manages tens of millions of credit hours, establishing itself as a significant educational power player. Its focus on employer-sponsored adult learners positions Guild Education as a disruptive force. In turn, many companies, including Google, no longer require degrees for all hiring, focusing on skills and experience, further emphasizing the significance of Guild Education and similar opportunities.

The shift toward skills-based hiring and technology implementation in education is reshaping the value and demands of higher education. In addition to the presentation of one’s skills via certificate becoming more prominent and desirable, the pandemic accelerated the shift to online learning, emphasizing the need for educators to adapt to modern tools and experiential teaching methods. Additionally, COVID-19, leading to the switch to online learning, strengthened theories that traditional classroom learning environments were no longer sufficient, leading universities to show how they can provide value to in-person students, especially given the high price tag of higher education. 

Conclusion: How do Layton’s model and industry shifts affect higher education?

The described changes place a significant responsibility on academia to make informed and strategic choices to stay relevant. Layton’s model emphasizes the need for adaptation, showcasing the unidirectional nature of the system setting arrow. Implementing simulations and modern technology may divide instructors, requiring a critical examination of traditional market system structures. Proposing innovative models that optimize self-interest, mutuality, and morality could make traditional institutions more adaptable. The suggestion of collaboration between professors and industry leaders could bridge the knowledge gap and decrease university overhead. 

“ This manuscript underscores the urgency for academia to evolve and address current challenges in a meaningful way,” says Riley.

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Stanford appoints business school dean as its next president

Stanford University announced Thursday that its 13th president will be Jonathan Levin, an economist and alumnus who has led the Stanford Graduate School of Business as dean for the last eight years.

Levin will take the helm on Aug. 1, nearly a year after the resignation of Marc Tessier-Lavigne who was plagued by allegations of misconduct reported by a Stanford campus newspaper in 2022. The story spawned a months-long inquiry into his scholarly work. The investigation concluded that Tessier-Lavigne did not falsify data but failed to correct mistakes.

“As I look to Stanford’s future, I’m excited to strengthen our commitment to academic excellence and freedom; to foster the principles of openness, curiosity, and mutual respect; and to lead our faculty and students as they advance knowledge and seek to contribute in meaningful ways to the world,” Levin said in a statement.

Levin, 51, has a long track record in academia. Under his leadership as dean, Stanford’s graduate business school expanded its educational reach, made significant investments in research and launched an initiative addressing the intersection of business and societal issues, according to the university. Levin earlier chaired Stanford’s economics department, from 2011 to 2014.

He is known for his scholarship in industrial organization and market design. Levin helped design the first advanced market commitment that accelerated the global adoption of the pneumococcal vaccine, the university said. He also helped design the Federal Communications Commission’s $20 billion incentive auction to convert broadcast television spectrum to broadband wireless licenses.

In 2021, President Biden invited Levin to serve on the President’s Council of Advisors on Science and Technology, where he studied problems ranging from modeling and predicting extreme weather to artificial intelligence’s prospects for scientific discovery, the university said. Levin earned degrees from Stanford, Oxford University and the Massachusetts Institute of Technology.

“Jon has a fresh point of view, extensive knowledge of the university, and a reach that encompasses government, non-profit organizations, and global business,” Charles Young, a university trustee and member of Stanford’s presidential search committee, said in a statement Thursday. “He has breadth, curiosity, optimism, and humanity — a wonderful formula for our next president.”

Tessier-Lavigne, a neuroscientist and tenured professor in the biology department, served as president of Stanford for nearly seven years, during which time he launched the Stanford Doerr School of Sustainability, expanded financial aid and steered the campus through the coronavirus pandemic.

Richard Saller, a professor of European studies at Stanford, has been serving as interim president since Tessier-Lavigne’s departure.

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Higher Education Administration (M.S.E.) Program Curriculum & Admission Requirements

Program structure, assistantship, culminating experience, program curriculum.

The program consists of 36 credit hours of integrated courses and hands-on experiences - all of which can be completed in two years. Students are able to select content electives in areas such as: higher education law, diversity in higher education, and others that might complement specific professional interests. A for-credit internship experience is also an option.

Course Requirements

Please note: This is only a potential plan of study. Consult with your academic advisor before enrolling.

Additional Requirements

Elective 1 - 3 credit hours

Elective 2 - 3 credit hours

Elective 3 - 3 credit hours

TOTAL PROGRAM CREDIT HOURS = 36

KU Higher Education Administration Core Learning Domains

Foundational competencies.

Foundational competencies to demonstrate an understanding of:

• The organization, culture and diversity of higher education institutions
• The history of higher education and how that history informs current events and issues
• The primary student development theories
• The theory and relevant research on how collect affects students
• The profession of higher education administration, its history and related ethical principles
• A greater commitment to cultural competence

Academic & Professional Development

Academic and professional development competencies to demonstrate:

• An ability to state a position and provide relevant evidence to support the stated position both verbally and in writing
• Proficient writing skills and an understanding of APA format
• An ability to use the literatures to link theory and practice
• An ability to relate relevant assistantship experiences to classroom learning experiences
• The capacity to apply skills to promote student outcomes

Personal Growth and Development

Personal growth and development competencies to demonstrate an ability to:

• Work effectively in a group
• Solve problems, manage conflict and effectively communicate with peers and colleagues.

Fundamental Research and Assessment Skills

Fundamental Research and Assessment Skills to:

• Demonstrates an understanding of program evaluation and assessment.
• Apply theory to practice for the purposes of understanding college student learning, development and success.

Graduate Admission

Applicants must have a bachelor’s degree (or equivalent) from a regionally accredited institution or a foreign university with substantially equivalent bachelor’s degree requirements. International applicants are strongly encouraged to complete the application process well in advance of the application deadlines in order to ensure adequate time for processing of visa-related paperwork. Meeting minimum admission standards does not guarantee admission to the program.

Application Deadlines (full-time, domestic & international applicants)

Application deadlines (part-time applicants).

*The priority deadline is to participate in the assistantship process for full-time applicants. We are unable to guarantee availability of assistantships for students who submit for the final deadline. Individuals participating in the Oshkosh Placement Exchange (OPE) are not required to submit an academic application prior to OPE. See the Employment graduate staff page for more information. Part-time and international applicants are not required to hold an assistantship.

Application Checklist

M.s.e. in higher education administration.

Applicants are required to submit the following materials and meet the following requirements before the application deadline:

Online application

Complete through the KU Office of Graduate Admissions

Transcripts

One official copy of academic transcripts from each college or university attended

English translation of transcripts

Official transcripts from an international university must include an English translation

Resume/CV and Three References

A resume or C.V. that addresses your educational background and professional experiences is required for admission. Please provide information regarding three references, one of which must be a faculty member or someone who can speak directly to your academic skills. For each reference, please provide their full name, relationship to you (e.g., supervisor, professor), email address, and contact phone number. Include your references on a new page, as the last page of your resume.

Statement of purpose

1-2 page statement indicating how the program relates to future career goals

Proof of English proficiency

Non-native English speakers must demonstrate English proficiency

Application fee

$65 for U.S. residents; $85 for international applicants.

Admission & Curriculum Resources

The online application is designed to give applicants the ability to submit all supporting documents in one form. We invite you to explore our graduate degree information, review our student resources, and learn more on our knowledgeable faculty and the vibrant community of Lawrence, Kansas.

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