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EdD in Educational Leadership for Social Justice

At a glance.

The EdD program involves research on higher education leadership, organizational dynamics, and institutional change. Students who complete this program are awarded an EdD with a specialization in educational leadership in higher education.

About Our Program

Special features of the program, degree requirements, program completion plan, edd program news, application process, additional information.

The Doctor of Education in Educational Leadership for Social Justice program reflects the latest thinking and research on higher education leadership, organizational dynamics, and institutional change through the lens of diversity, equity, inclusion, justice and belonging (DEIJB) values. It offers advanced training to mid-career adult leaders interested in shaping their postsecondary education work environments into dynamic learning communities.

Students who successfully complete this program are awarded a Doctor of Education (EdD) with a specialization in leadership for social justice.

The EdD program is designed for working adults. Students typically enroll in two remote synchronous evening courses each fall and spring, and dissertation work in the summer.

• 51 credits (effective Fall 2023)
• Cohort model
• Remote synchronous format
• Fall and spring start
• Course Catalog

Request Information

Certificate Program

• Learn more about our 12-credit Certificate in Teaching for Social Justice in Higher Education.

Our EdD program focuses on high-impact, practical research that makes a difference at your institution. Hear more from our students and faculty in this short video.

• We deliberately seek to maintain a diverse student body , drawn from universities, colleges, schools, health-related professions, government, and human service organizations. These individuals are typically fully employed, bringing with them significant work experience and dedication to improving their respective constituencies.
• Admission is granted in the fall and spring semesters. Students may enter the program into any of the three course blocks (A, B, C). If students choose to enter during a summer session, they will begin coursework concerning early discussion regarding research interest and possible scholarly trajectories.
• The diversity of each cohort lends itself to vibrant student-faculty interactions in and out of the classroom. This, in turn, leads to a sense of shared commitment to acquiring knowledge, developing and practicing leadership skills, and conducting research in the context of “a private University with a public purpose.”

Many graduates of our EdD program have advanced to senior leadership positions in education and health care. They include:

Mark Benigni , EdD, Superintendent - Meriden Public Schools; Mayor - City of Meriden, 2001-2008

Steven Minkler , BA, MA, EdD, Associate Vice President for Academic Affairs, Central Connecticut State University

Lisa O’Connor , BS, MSN, EdD - Dean of the School of Nursing, Quinnipiac University

Marisol Aponte Ostrov , EdD, Director - Health Services, Central Connecticut State University

William Perez,  EdD, Chief - Fire Department, University of Connecticut

Maria Tackett , EdD, Nursing Director, Professional Practice, Hartford Hospital

Danielle Wilken , EdD, President, University of Bridgeport

Students complete a  minimum  of 51 credit hours (effective Fall 2023) beyond an earned master’s degree in order to be eligible to receive the Doctor of Education (EdD) degree in Social Justice.

EDD 821 Critical and Social Justice Policies EDD 825 Inclusive Instruction in Higher Education EDD 826 Ethics and Practice of Research EDD 827 Leadership for Social Justice EDD 828 Organizational Theory and Change EDD 834 Social Foundations of Higher Education EDD 837 Diversity, Equity, Inclusion, and Justice in Higher Education EDD 840 Research Methods for Social Justice EDD 842 Qualitative Research Methods EDD 843 The New Professoriate EDD 844 Quantitative Research Methods EDD 845 Structural Equity in Classroom Assessment EDD 852 Dissertation Inquiry 1 EDD 853 Dissertation Inquiry 2

EDD 861 Dissertation Writing and Research

Students may enter the program into any of these three course blocks (A, B, C).

EDD 834 Social Foundations of Higher Education

EDD 837 Diversity, Equity, Inclusion, and Justice in Higher Education

EDD 827 Leadership for Social Justice

EDD 828 Organizational Theory and Change

EDD 852 Dissertation Inquiry 1

EDD 826 Ethics and Practice of Research

EDD 844 Quantitative Research Methods

EDD 840 Research Methods for Social Justice

EDD 842 Qualitative Research Methods

EDD 853 Dissertation Inquiry 2

EDD 825 Inclusive Instruction in Higher Education

EDD 845 Structural Equity in Classroom Assessment

EDD 821 Critical and Social Justice Policies

EDD 843 The New Professoriate

Summer C – Until completion

EDD 861 Dissertation Writing and Research (minimum 9 credits)      

Congratulations to the most recent graduates from the Educational Leadership doctoral program! The graduate commencement ceremony was held on Sunday, May 14, 2023 at the XL Center, where each graduate was hooded by their faculty research advisor. Pictured L-R: Professor Karla Loya, Joanne Menard, Amy Donofrio, Miguel Maria, Tamika Davis, Lucy Wang, Professor Karen Case, Professor K. Kayon Morgan. Not pictured: Stephanie Brown and Julie Schlossinger.

• News March-April 2023
• News December 2022
• News November 2022
• News October 2022
• News September 2022
• News August 2022

Graduate program events are held throughout the year. Open Houses are held in the Spring and Fall. Learn more at our Graduate visit opportunities .

Application - Phase 1

You must hold a completed master's degree in a related field by the start of your program. We prefer that you have professional experience (minimum of 3 years) and demonstrated professional commitment to equity and social justice. Applicants must also meet for an interview with program faculty.

Admission is granted in the fall and spring semesters. To apply online, use the link below. The following are required materials for the EdD program application:

• Official transcripts from all collegiate coursework
• Letter of Intent indicating area of scholarly interest (e.g., postsecondary instruction, organizational models for higher education, social foundations, research methodologies)
• Two letters of recommendation
• Writing sample
• Resume or curriculum vitae

The University of Hartford is not able to support F-1 visas for international students pursuing the EdD program since it is offered in a remote format. International students who do not require an F-1 student visa are welcome to apply. There are additional requirements for international students which can be viewed here .

Faculty members in the program review applications on a rolling basis, typically once a month.

Interview - Phase 2

Once the faculty has reviewed an application, you may receive notification requesting an interview with a member of the Doctor of Education in Educational Leadership faculty. The admission interview is the last phase in the application process.

Upon acceptance into the program, students are required to pay a $300 non-refundable deposit which will be applied to their tuition.

Deadlines and Dates

Admission into the EdD program can occur for the summer, fall, or spring semester. Applications are accepted year-round on a rolling basis. Prospective students should submit completed materials as soon as possible. The admission committee will review complete applications in the order in which they are received.

Meet Your Success Counselor

Additional expenses will vary from student to student and may include rent and utilities, meals, books, supplies, transportation, and miscellaneous personal expenses. Learn more about our tuition rates and financial aid eligibility .

Prospective students interested in learning more about the program may contact:

Graduate Study Office 860.768.4371 800.945.0712 [email protected] Current students may contact:

Department of Education 860.768. 5734 [email protected]

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Department of Educational Psychology

Research Methods, Measurement, and Evaluation

Doctoral program admissions.

We are seeking smart, motivated, quantitatively oriented applicants for our PhD program . Prospective students must submit a completed application to the Graduate School. Admission to the Graduate School at the University of Connecticut requires the completion of an application form, undergraduate and graduate transcripts, three letters of recommendation, a personal statement, and a processing fee. The online application form is available here. After receipt by the Graduate School, the application is forwarded to program faculty for admission consideration.

GRE scores ARE NOT required for prospective students applying for admission to the Ph.D. program.  However, GRE scores may optionally be submitted as part of the supplemental materials for the PhD application.

Our program considers doctoral program applications each winter for fall admission. For fullest funding consideration, please submit applications by December 1st for the following fall semester. We will accept applications in December and January, but funding options are generally more limited for those who apply later than December 1 because several school and university fellowships have very early application deadlines.

Applications are reviewed starting in December, and all admissions decisions are made by early February. Admissions decisions are based on the quality of the student’s prior academic and professional career, the fit of his/her research interests with those of the faculty in our program, and the admissions committee’s assessment of the student’s ability to successfully complete doctoral level work at the University of Connecticut and to make substantial contributions to a field of expertise in a methodological and/or substantive area after graduation. Funding (generally in the form of graduate assistantships) may be available to students of exceptional promise. Generally, admissions decisions are made in January-February and funding decisions are made in February-March. All funding notifications are complete prior to April 1st (at the latest – we try to notify students about funding as early as possible, and usually those notifications are completed in February or March). Students offered admission must respond by April 15. For program descriptions and further details about the Research Methods, Measurement and Evaluation program or the Department of Educational Psychology, please visit our website at https://rmme.education.uconn.edu/ .

Selection of Students

General prerequisites for Ph.D. study include undergraduate or graduate preparation in education, psychology, statistics, social science, or related disciplines. Admissions decisions are made on the basis of the students’ scholarly potential, academic achievement and promise, the fit of the students’ research interests with those of faculty in the program. To make admissions decisions, we consult all available sources of information, including undergraduate and (if applicable) previous graduate course performance, the personal statement, letters of recommendation, previous relevant work experience, and, when possible, an informal personal interview. The personal statement explicitly should include 1.) the reason for pursuing a PhD in the area of research methods, measurement, and evaluation, 2.) description of any prior experiences or coursework that are relevant to the PhD in research methods, measurement, and evaluation, 3.) post PhD career goals, 4.) areas of research interest within research methods, measurement, and evaluation.

The Research Methods, Measurement and Evaluation Faculty, the Department of Educational Psychology, and the Neag School of Education are committed to practices of equal educational opportunity in admissions decisions, and we pride ourselves on the diversity of our doctoral student population.

A note about English Proficiency:

If you are not a native speaker of English, you are required to submit evidence of your proficiency in the English language. If you have received a degree in an English speaking University from English speaking country, you may qualify for a waiver. Otherwise, you may use the results ( no more than two years old ) from one of the following standardized tests to satisfy this requirement:

1.)    Receiving a score of 79 (electronic test) or 550 (paper based)  or higher on the TOEFL test.

2.)    Receiving a score of 6.5 on the IELTS test.

3.)    Receiving a score of 53 or higher on the PTE test, or

Please see the graduate school for more information about this requirement.

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The Graduate School

• Doctoral/PhD

Certificate

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Masters, Certificate

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Concentrations

• Advanced Materials
• Systems and Controls
• Animal Genetics and Genomics
• Animal Nutrition
• Stem Cell and Regenerative Biology
• Animal Physiology
• Meat Science
• Food Microbiology and Safety
• Actuarial Science
• Systems Biology
• Cell Biology
• Genetics and Developmental Biology
• Molecular Biology and Biochemistry
• Neuroscience
• Skeletal Biology and Regeneration
• Business Analytics
• Digital Marketing Strategy
• Health Care
• International Business
• Real Estate
• Supply Chain Management
• Operations and Information Management
• Applied Mechanics (Ph.D. only)
• Environmental Engineering (M.S. only)
• Geotechnical Engineering
• Structural Engineering
• Transportation and Urban Engineering
• Bilingual and Bicultural Education
• Elementary Education
• Music Education (M.A. only)
• Reading and Language Arts Consultant (M.A. only)
• Reading Education
• Remedial Reading and Language Teacher (M.A. only)
• Secondary Education: Agricultural Education (M.A. only)
• Secondary Education: English Education
• Secondary Education: History and Social Studies Education
• Secondary Education: Mathematics Education
• Secondary Education: Science Education
• Secondary Education: World Language Education
• Acting (M.A., M.F.A.)
• Design (M.F.A.)
• Directing (M.F.A.)
• Puppet Arts (M.A., M.F.A.)
• Technical Direction (M.F.A.)
• Theatre History and Criticism (M.A.)
• Cognition, Instruction, and Learning Technology
• Counselor Education and Counseling Psychology
• Educational Technology (M.A. only)
• Giftedness, Creativity, and Talent Development
• Research Methods, Measurement, and Evaluation
• School Psychology
• Special Education
• Electronics, Photonics, and Biophotonics
• Information, Communication, Decision, and Energy Systems
• Advanced Systems Engineering
• Advanced Manufacturing for Energy Systems
• Civil Engineering
• Clinical Engineering
• Computer Science and Engineering
• Data Sciences Digital Design and Manufacturing
• Electrical and Computer Engineering
• Environmental Engineering
• General Engineering
• Manufacturing Engineering
• Materials Science and Engineering
• Mechanical Engineering
• Quantitative Risk Management
• Exercise Science
• Adult Learning
• Higher Education Racial Justice and Decolonization
• Leadership and Policy
• Sport Management
• Applied Linguistics and Discourse Studies
• Comparative Literary and Cultural Studies
• French and Francophone Studies
• German Studies
• Hebrew and Judaic Studies
• Italian Literary and Cultural Studies
• Spanish Studies
• Actuarial Science (M.S.)
• Cell and Developmental Biology
• Genetics and Genomics
• Microbiology
• Structural Biology, Biochemistry, and Biophysics
• Conducting (M.Mus., D.M.A.)
• Historical Musicology (M.A.)
• Music Theory and History (Ph.D.)
• Performance (M.Mus., D.M.A.)
• Theory (M.A.)
• Adult/Gero Acute Care Nurse Practitioner (M.S. and D.N.P. only)
• Adult/Gero Primary Care Nurse Practitioner (M.S. and D.N.P. only)
• Family Nurse Practitioner (M.S. and D.N.P. only)
• Neonatal Nurse Practitioner (M.S. and D.N.P. only)
• Nursing Education (M.S. and D.N.P. only)
• Nursing Leadership (M.S. and D.N.P. only)
• Bacteriology
• Veterinary Anatomic Pathology (M.S only)
• Medicinal and Natural Products Chemistry
• Pharmaceutics
• Pharmacology and Toxicology
• Horticulture
• Landscape Architecture (M.S. only)
• Plant Breeding
• Plant Environment
• Soil Chemistry
• Soil Science
• Adult-Gerontology Acute Care Nurse Practitioner
• Adult-Gerontology Primary Care Nurse Practitioner
• Family Nurse Practitioner
• Neonatal Nurse Practitioner
• Behavioral Neuroscience
• Clinical Psychology
• Developmental Psychology
• Ecological Psychology
• Industrial and Organizational Psychology
• Language and Cognition
• Neurosciences
• Social Psychology
• Bi-lingual and Bi-cultural Education
• Cognition, Instruction and Learning Technology
• Educational Administration
• Educational Technology
• English Education
• Gifted and Talented Education
• Literacy Specialist Program
• Measurement, Evaluation, and Assessment
• Community Organizing (M.S.W. only)
• Individuals, Groups, and Families (M.S.W. only)
• Policy Practice (M.S.W. only)

Contact Information

860-486-3617

[email protected]

The Whetten Graduate Center, Second Floor University of Connecticut 438 Whitney Road Extension, Unit-1152 Storrs, CT 06269-1152

8:30am to 4:30pm Monday through Friday

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• Neag School Class of 2024 Student Profile: Jenna Migliaccio

Upcoming Defenses

Doctoral dissertation oral defense of debadarshini mishra.

Friday, May 3rd, 2024

Gant South Building

“Photo-induced ultrafast dynamics and non-linear processes in molecules” - Physics PhD oral defense

Debadarshini Mishra - [email protected]

SBR Dissertation Defense: Erick Orozco Morato

Low Learning Center (UConn Health)

Skeletal Biology and Regeneration Graduate Program – Thesis Defense Erick Orozco Morato

“Sustained Intra-Articular Release of Local Anesthetics and Anti-Inflammatory Molecules to Manage Osteoarthritic Pain”

Friday, May 3rd, 2024 Room: Low Learning Center, UConn Health Time: 3pm

Webex Meeting link (hybrid option) https://uconn-cmr.webex.com/uconn-cmr/j.php?MTID=m6822203f5362cc22bc2650e12474222f

Meeting ID: 2632 056 9288 Passcode: hMuNtcfs343

Major advisor: Lakshmi S. Nair For additional information: [email protected]

Erick Orozco [email protected] [email protected]

Doctoral Dissertation Oral Defense of Matthew Morse

Monday, May 6th, 2024

Arjona Building

Doctoral candidate Matthew Morse will defend his dissertation, “Aggressive, Polarizing Language in Social Media: A Lexical Analysis of Right-Wing Authoritarian X (Twitter) Accounts”, Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Communication at the University of Connecticut.

Matthew Morse, [email protected]

Doctoral Dissertation Proposal Oral Defense of Vanessa Esquivel

Wednesday, May 8th, 2024

Family Studies Building

Human Development and Family Sciences

Investigating Parent-Provider Relationships in Early Head Start Among Latine Families: A Mixed Methods Study

Vanessa Esquivel; [email protected]

Doctor Dissertation Oral Defense of Rakesh Joshi

Friday, May 10th, 2024

12:30 PM - 01:30 PM

ITE Building

Optical signal detection and image sensing in scattering medium using Integral Imaging and Deep neural networks.

Rakesh Joshi [email protected]

Best Education Schools in Connecticut

Ranked in 2024

A teacher must first be a student, and graduate education program rankings can help

A teacher must first be a student, and graduate education program rankings can help you find the right classroom. With the U.S. News rankings of the top education schools, narrow your search by location, tuition, school size and test scores. Read the methodology »

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Here are the Best Education Schools in Connecticut

University of connecticut (neag), central connecticut state university, university of hartford, southern connecticut state university, university of bridgeport, western connecticut state university.

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Storrs , CT

• # 34 in Best Education Schools  (tie)

$18,834 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$40,746 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

378 ENROLLMENT (FULL-TIME)

The Neag School of Education at University of Connecticut (Neag) has an application deadline of July 24. The... Read More »

TUITION AND FEES (DOCTORATE)

$18,834 per year (in-state, full-time)

$40,746 per year (out-of-state, full-time)

ENROLLMENT (FULL-TIME)

Average gre verbal (doctorate).

New Britain , CT

• # 197 in Best Education Schools  (tie)

$717 per credit (in-state, part-time) TUITION AND FEES (DOCTORATE)

$717 per credit (out-of-state, part-time) TUITION AND FEES (DOCTORATE)

159 ENROLLMENT (FULL-TIME)

The School of Education and Professional Studies at Central Connecticut State University has an application deadline of... Read More »

$717 per credit (in-state, part-time)

$717 per credit (out-of-state, part-time)

West Hartford , CT

• # 227 in Best Education Schools

$838 per credit (full-time) TUITION AND FEES (DOCTORATE)

$838 per credit (part-time) TUITION AND FEES (DOCTORATE)

61 ENROLLMENT (FULL-TIME)

The College of Education, Nursing and Health Professions at University of Hartford has a rolling application deadline... Read More »

$838 per credit (full-time)

$838 per credit (part-time)

New Haven , CT

• Unranked in Best Education Schools

N/A TUITION AND FEES (DOCTORATE)

N/A ENROLLMENT (FULL-TIME)

The School of Education at Southern Connecticut State University has a rolling application deadline. The application... Read More »

Bridgeport , CT

The School of Education at University of Bridgeport has a rolling application deadline. The application fee for the... Read More »

Danbury , CT

The education school at Western Connecticut State University has a rolling application deadline. Read More »

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Doctorate in Education Degrees in Connecticut

EducationDegree.com helps professionals in education find EdD programs that can take their career to new heights. We have connections with hundreds of schools across the U.S. that you can contact without visiting multiple sites. Continue reading to learn more about earning your doctorate in education and use our listings to learn more about the programs that interest you!

Connecticut has multiple outstanding universities and several have unique new programs that will essentially revamp some areas of our educational system. One university has a New Literacies Research Team with several ongoing projects. For example, one three year project is focusing on seventh graders in rural South Carolina and urban Connecticut. Their goal is to target students who are typically low-achieving readers and are at a higher risk of dropping out of school. They are developing a research-based adaption of reciprocal teaching, which supports these students by increasing their comprehension level for reading.

Two universities are involved in the Carnegie Project, which is developing a “doctorate of practice” for leaders in education. Authentic problems faced by school teachers are carefully examined through “case analysis, theoretical perspectives, and empirical inquiry.” The result is specific recommendations for each problem. More than 50 colleges across the country are involved in this project. According to U.S. News , the Carnegie Corporation is also working on increasing the number of qualified, top performing teachers.

Connecticut’s many colleges offer some excellent Ed.D. programs whether you attend college on campus or enroll in an online program. Many offer international study opportunities.

Some of the education doctorate choices include:

• Administrator Preparation
• Adult Learning
• Educational Leadership
• Executive Leadership
• Higher Education and Student Affairs
• Nursing Education
• Instructional Leadership

Due to the shortage of nursing faculty for master degree programs, one university has collaborated with a nursing program to add Ed.D. prepared staff to their program.

There are only 13 Instructional Leadership programs in the country, and one is located at Western Connecticut State University. What is unique about this program is its dynamic curriculum. They prepare educators to create very innovative learning environments. This program is perfect for teachers, curriculum specialists, school psychologist, counselors and administrators.

Careers and Job Outlook

There are numerous jobs available in Connecticut universities for individuals with their Ed.D. For example, jobs currently available for graduates with a Doctorate in Organizational Leadership include Special Education, education leadership and research.

A PhD in Education may also point you in the direction of becoming a dean, assistant dean, director for international student services, student affairs, enrollment, or as a president of a university. Opportunities to work in research positions in universities are also common. There are several new jobs for doctoral trained individuals to work in nursing programs to train nurse educators due to the nurse educator shortage.

Since an individual with an Ed.D. takes a more technical and entrepreneurial approach to education, they often work in the area of research, theory and problem solving. Most graduates with an Ed.D. have already worked as a teacher in some capacity making it an easy transition into school administration or director positions. The perfect candidate for these positions is knowledgeable about the history of higher education, organizational theory, finance and leadership skills.

According to the Bureau of Labor Statistics, education administrators for elementary and secondary school annual salaries are $94,280 to $124,080, with a mean average of $116,200.

If you are ready to prepare for new opportunities in the field of education, review our school listings to find the right program for you!

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Integrative. Holistic. Transformative.

For 20 years The Graduate Institute has been offering Masters and Graduate Certificate Programs in Education , Health , Psychology , Writing , and Leadership . The Graduate Institute promotes an Integrative and Holistic Worldview through the study of Health, Wellness, Education and through Personal and Professional Transformation.

The graduate institute is no longer accepting new students, however we have two new partnerships where you can continue your holistic studies., integrative health institute.

In January of 2022 Salem University launched the Integrative Health Institute. IHI is the new home for some of the TGI programs that you will find on this website.

If you are interested in any of the programs that you learn about here you can visit IHI to learn what continuing and new programs are being offered.

Coaching with Spirit

Coaching with Spirit has moved to the Copper Beech Institute! If you are interested in Coaching with Spirit please visit their website to learn more.

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Dr Norm Shealy, MD, PhD

Dr Ann Marie Chiasson, MD, MPH

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Dr Lisa Worth Huber, PhD

Dr Bernie Siegel, MD

The future is holistic.

Bruce Lipton, PhD

We recently welcomed Bruce Lipton, PhD, best-selling author, The Biology of Belief, as a guest lecturer, and in this video he shares his perspective on The Graduate Institute and the future of education.

Caroline Myss

Best-selling author and visionary Caroline Myss agrees that the work of the Institute will play a vital role in a brighter future.

Accreditation

The Graduate Institute is fully licensed, chartered, and accredited by the State of Connecticut, Office of Higher Education.*

*Those interested in attending graduate school outside of Connecticut after earning a degree at TGI should check with the institution(s) to confirm that they will accept state accreditation.

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Department of Educational Leadership

Higher Education and Student Affairs Program

Graduate assistantships.

We strongly encourage HESA students to either hold a Graduate Assistantship (GA) or to work in a higher education institution or in a higher education-adjacent role. Although graduate assistantships are not required for admission to the HESA program, we help students who are seeking an assistantship to secure one through an interview process, which matches their interests and skills with available assistantships. Because our program aims to develop reflective practitioners in higher education and student affairs, we aim to support our HESA students in connecting our academic program with practical experience, whether that is through an assistantship or other employment in the field.

Graduate assistantships offer students the opportunity to combine the theories gained through classroom instruction, with supervised, real-world experiences. Assistantships are designed to give students the skills and knowledge to function effectively in the workplace. In addition, graduate assistantships at the University of Connecticut offer an exceptional compensation package, providing a full tuition waiver, and medical and dental insurance options. Graduate assistantships are usually nine-month positions, but some graduate assistantships can be extended through the summer between a student’s first and second years, and in some instances may begin the summer prior to the start of their academic program.

For the 2024-2025 academic year, a typical Graduate Assistant stipend for a nine-month appointment will be $27,764 Additional pay may also be available for students who chose to stay on campus and work during the summer months. Graduate assistants are able to access affordable employer-provided health and dental insurance and numerous other benefits including paid time off, partial fee waivers, and reduced-cost parking.

HESA students hold graduate assistantships in the Division of Student Life & Enrollment (e.g., Orientation Services, Residential Life), Academic and Student Success (e.g., Leadership and Organization Development ), Office of Diversity and Inclusion (e.g., Women’s Center ), Cultural Centers (e.g., Puerto Rican/Latin American Cultural Center GAship ), and other student affairs and services roles in academic and programmatic units.

Interview Process

Admitted students who seek a graduate assistantship will be invited to interview for available graduate assistantships. Interviews typically occur during the HESA Admitted Students Weekend, and in some instances may occur outside of that window of time. Shortly after the interviews, admitted students seeking a graduate assistantship will be notified of their candidacy.

Click Here for GA Opportunities for Academic Year 2024-2025

Current and Past HESA-Affiliated Graduate Assistantship Sites:

Asian American Cultural Center Center for Fraternity & Sorority Development Center for Career Development – Diversity, Equity & Inclusion College of Liberal Arts & Sciences – Undergraduate Affairs & Outreach Department of Student Activities – Community Outreach Department of Student Activities – Major Events & Programs Graduate School Office of Student Services, UConn Hartford Campus Orientation Services Pre-College Summer Puerto Rican/Latin American Cultural Center (PRLACC) School of Law Student Health and Wellness (SHaW) Student Union Women’s Center

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Connecticut boasts 38 world-renowned colleges and universities , including Yale — the #2 university in the country 1   — and the University of Connecticut (UConn), that graduate more than 42,000 students per year and serve as centers of innovation, research, and access for local markets, as well as a pipeline of talent for our state’s growing economy. Partnerships with local colleges and universities can help to accelerate research and development, workforce, and innovation solutions for your company.

Connecticut ranks  #1  in the nation for college readiness 2 , #2 in educational opportunity 3 , #2 for best community college system 4 , #3 for employees with advanced degrees 5 , #6 state for percentage of adults with Bachelor's degrees or beyond 6 , and #9 for employed science, engineering, and health doctorate holders as a percentage of the workforce 7 .

Find out more below about how these institutions are revolutionizing various industries in Connecticut.

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Kmx technologies establishes executive headquarters in connecticut.

Advanced Manufacturing Center Opens in Danbury

Amid industry growth in CT, colleges launch new fintech programs

AdvanceCT Relaunches CampusCT, Improving Delivery Of Career And Lifestyle Opportunities To Connecticut College Students

UConn Joins Elite Cohort of Economically Impactful Institutions

Pratt & Whitney Engineering Building Unveiled at UConn

US Department of Energy injects $15m into university cybersecurity hubs

Mott Corp., partners receive federal grant for new clean hydrogen technology

Four CT Colleges Named for Academic Excellence in Cyber Defense

Device developed in CT could help cure brain cancers

Yale, UConn propose a ‘quantum corridor’ for new tech, jobs in Connecticut

‘Strange metal’ sends quantum researchers in circles

Learn more about Connecticut's colleges and universities:     

Albertus Magnus College

Central Connecticut State University

Connecticut College

Connecticut State Colleges and Universities

Connecticut State Community College

Eastern Connecticut State University

Fairfield University  

Goodwin University

Mitchell College

Paier College of Art

Post University

Quinnipiac University

Sacred Heart University

Southern Connecticut State University

Trinity College

United States Coast Guard Academy

University of Bridgeport

University of Connecticut

University of Hartford

University of New Haven

University of Saint Joseph

Wesleyan University

Western Connecticut State University

Yale University  

1 Forbes, 2021; 2 US News & World Report; 3 Opportunity Index, 2021; 4 WalletHub, 2023; 5 U.S. Census Bureau; 2021; 6 U.S. Census Bureau, 2021; 7 National Science Foundation, 2021  

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Public Education

Governor declares state of emergency for West Virginia's higher education system

Because of ongoing delays with federal financial student loan forms, Gov. Jim Justice declared a state of emergency for the West Virginia higher education system. What does that mean?

Copyright 2024 West Virginia Public Broadcasting

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Your donation today will allow us to continue this work on your behalf. Give today at any amount and join the 50,000 members who are building a better—and more civil—Connecticut to live, work, and play.

Governor declares state of emergency for West Virginia's higher education system

Because of ongoing delays with federal financial student loan forms, Gov. Jim Justice declared a state of emergency for the West Virginia higher education system. What does that mean?

Copyright 2024 West Virginia Public Broadcasting

Bust six myths about higher education and it will reveal the undeniable value of college

University of tennessee system president randy boyd addresses six misconceptions about higher education. his assessment: it's invaluable..

Randy Boyd is president of the University of Tennessee System

The perception of the value of higher education has been declining, and while there are clearly many areas to improve upon, there are many “myths” that just need busting. 

Here are just a few of the most common myths.

Myth 1: No one is going to college anymore.

Enrollment in four-year colleges across the state of Tennessee has increased by 2.5% in the last five years.

At the University of Tennessee System during that same time period, enrollment has increased by almost 14%, from 52,000 students to 59,000.  Our goal is to grow enrollment to 71,000 students by 2030!

Myth 2: All the job openings are for trade certificates, not for four-year degrees.

During the last decade, the number of jobs that only require a high school diploma declined by 90,000.

How a pair of socks inspired me to study and make a career in the STEM field

Jobs that require a technical certification increased by 49,000.

The pundits are right:  we do need more welders, mechatronics, etc. and those are great jobs.  However, during the same time, demand for jobs requiring a four-year degree increased by 361,000 – more than seven times the number needing a certificate. 

We need all of the above, but clearly, we need to continue to produce even greater numbers of teachers, nurses, engineers, computer scientists, etc.

Myth 3: Tuition is increasing at a faster rate than inflation. 

During the last five years, tuition across all the UT campuses increased on average by 1%.  UT Knoxville went four years with no tuition increase at all. 

During the last five years, inflation has increased from 1.4% in 2020 to 3.2% in 2024, an increase of 129%.

Thus, a college degree costs less today than it did five years ago relative to inflation.

Myth 4: If you go to college, you will graduate with a mountain of debt.

Across the UT System, 47% of all students graduate debt free. Of those that do graduate with debt, they average $26,000 in debt – down 4.4% from five years ago.

Myth 5: College is so expensive only the rich can afford to go. 

With the UT Promise scholarship program, families with a household income of $75,000 or less can go to any UT campus completely free of tuition and fees. 

This means that 66.7% of all Tennesseans can attend for free! In addition, each UT Promise scholarship recipient is matched with a volunteer mentor to help them be successful.

Myth 6:  You can make as much, or more, money without a degree.

On average, people who have earned a bachelor's degree make $1.5 million more in their lifetime than someone with a high school diploma, and $1.1 million more than someone with an associate degree.

A college degree is an essential tool in helping prepare Tennesseans for the future.

It is up to all of us to continue to “bust” these myths and remind our friends and families that a college degree is affordable, valuable and attainable.

Supporting higher education is good for you and good for Tennessee.

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Here’s Where Protesters on U.S. Campuses Have Been Arrested

A crackdown on demonstrators at Columbia University in New York spawned a wave of activism at universities across the country, with more than 1,600 arrests.

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By Anna Betts

• May 1, 2024

Police officers and university administrators have clashed with pro-Palestinian protesters on a growing number of college campuses across the country in recent days, arresting students, removing encampments and threatening academic consequences.

The fresh wave of student activism against the war in Gaza was sparked by the arrest of at least 108 protesters at Columbia University on April 18, after administrators appeared before Congress and promised a crackdown. Since then, police interventions on several campuses, including in some of America’s largest cities, have led to more than 1,600 arrests.

Campus protests where arrests have taken place since April 18

Note: Data as of 2:30 a.m. Eastern time on May 2

By Leanne Abraham, Bora Erden, Lazaro Gamio, Helmuth Rosales, Julie Walton Shaver and Anjali Singhvi

Here is where arrests have been reported as the authorities try to break up protests or encampments:

Columbia University : The New York City Police Department arrested 108 demonstrators while clearing an encampment at the Manhattan campus on April 18. On Tuesday, police officers in riot gear arrested 109 protesters and cleared a building that demonstrators had occupied for nearly a day.

Yale University in New Haven, Conn.: The police arrested 48 people on April 22, including 44 Yale students, after they refused to leave an encampment on campus.

New York University in Manhattan: Officers made dozens of arrests late April 22 after students occupied a plaza on campus.

University of Minnesota in Minneapolis: Nine people were taken into custody after they erected an encampment on April 23. All of those affiliated with the university were allowed back on campus and civil trespass warnings were “set aside.”

University of South Carolina in Columbia: Two students were arrested after a protest on April 23, according to a police report.

University of Southern California in Los Angeles: The police arrested 93 people at a demonstration on the afternoon of April 24.

University of Texas at Austin : The police arrested 57 protesters on April 24. A spokeswoman for the county attorney’s office said charges against many had been dropped after the office found legal “deficiencies” in their arrests. On April 29, 79 people were arrested and held on misdemeanor charges, mostly for trespassing, according to a county jail spokeswoman. One was charged with interfering with public duties.

University of Texas at Dallas : A university spokeswoman said that at least 17 people were arrested and charged with trespassing after tents were set up at a protest encampment on campus on May 1. “Individuals may peacefully assemble in the common outdoor areas of campus to exercise their right to free speech, but they may not construct an encampment or block pathways,” the spokeswoman, Kim Horner, said.

Emerson College in Boston: The police arrested 118 people as an encampment was cleared on the night of April 24, the authorities said.

Ohio State University in Columbus: A university official said that 36 people, including 16 students, were arrested on April 25. Earlier that week, two students were arrested during an on-campus demonstration, university officials said.

Emory University in Atlanta: At least 28 people were arrested on April 25, an Emory official said; 20 had ties to the school.

Indiana University Bloomington : On April 25, the university police said 33 people were removed from an encampment and taken to jail. There were 23 more arrests on April 27, the police said.

Princeton University in New Jersey: Two graduate students were arrested after pitching tents on April 25. On April 29, a group of protesters briefly occupied Clio Hall, home of the graduate school. School officials said that 13 people were arrested, including five undergraduates, six graduate students, one postdoctoral researcher and one person not affiliated with the university. No one was hurt during the incident, they added.

University of Connecticut in Storrs: Campus police officers removed at least one tent from a rally on April 25 and took at least one person into custody, a university official said. On Tuesday morning, campus police officers entered the pro-Palestinian encampment on campus to “remove the tents and tarps and to arrest those who refused compliance,” officials said. That evening, school officials confirmed that 25 protesters were arrested, 24 of them students and one former student. All were charged with criminal trespass and disorderly conduct.

California State Polytechnic University, Humboldt : Last week, protesters occupied two buildings on the campus in Arcata, Calif., university officials said. Three people were arrested there last week. On Tuesday morning, police arrested 25 more protesters and ended the eight-day occupation of an administration building that had forced a campus shutdown. Later that night, campus police arrested an additional 32 people , including 13 students and one faculty member, the school said.

Auraria Campus in Denver: About 40 people were arrested on April 26 at a campus that houses facilities for the University of Colorado Denver, the Metropolitan State University of Denver and the Community College of Denver, the campus police said.

University of Illinois in Urbana-Champaign : Social media posts on April 26 showed police officers detaining at least one person and taking down an encampment.

Arizona State University in Tempe: A university official said 69 people were arrested early in the morning on April 27 after protesters set up an encampment. Three people were also arrested on April 26.

Northeastern University in Boston: University officials said , citing an official police report, that 98 people were arrested on April 27, including 29 students and six faculty and staff members.

Washington University in St. Louis: On April 27, 100 arrests were made and the campus was locked down, according to a university statement. The presidential candidate Jill Stein was among those arrested.

University of Mary Washington in Fredericksburg, Va.: The university president’s office said that 12 people, including nine students, were arrested on the evening of April 27.

Virginia Tech: University officials said on April 29 that 82 protesters, 53 of which are students, were arrested and charged with trespassing.

Virginia Commonwealth University in Richmond: On April 29, officials said officers from the campus police, along with local and state police, broke up a protest with riot gear and pepper spray. Administrators said protesters “threw objects and used chemical spray on officers” before 13 people, including six students, were arrested and charged with unlawful assembly and trespassing.

Tulane University in New Orleans: Six people were arrested on April 29 and charged with offenses including trespassing and resisting arrest after they “stormed university property and erected tents” on campus officials said. Administrators said that suspensions were also being issued but did not say how many students were involved. On Tuesday, six people were arrested and seven students were suspended for participating in an unlawful demonstration, the university said , and at least 14 more were arrested Wednesday morning, including two students.

University of Florida in Gainesville: Officials said that police officers arrested nine protesters, including six students, who they said refused to comply with orders to disperse on the evening of April 29.

University of Utah: Nineteen protesters were arrested on the night of April 29, school officials said , adding that officers removed and dismantled about a dozen tents. Of those arrested, four were students, one was a university employee and 14 were unaffiliated with the university, school officials said. They added that two police officers suffered mild injuries.

University of Georgia in Athens: Officials said that on the morning of April 29, 16 protesters were arrested and charged with trespassing, nine of which were students.

University of North Carolina at Chapel Hill: The university police detained 36 protesters, school officials said, after they were given until 6 a.m. on Tuesday to clear out or face possible arrest, suspension or even expulsion. Of those, 30 people, including 10 current university students, were cited for trespassing and released. Six more, including three students, were booked on trespassing charges at the county jail.

University of South Florida : School officials said that three protesters were arrested during a protest on April 29, including one student, one employee and one individual who is not affiliated with the school. On Tuesday night, campus police confirmed that 10 more individuals were taken into custody, and police stated that they found one of the individuals arrested was carrying a concealed firearm.

University of New Mexico : Sixteen protesters were arrested on April 29, including five students, after school officials said they vandalized and refused to vacate a student union building on campus. Officials said the protesters had been ordered to leave the building by the night of April 29 and that failure to comply could lead to arrests.

Case Western Reserve University in Cleveland: Around 20 protesters were detained and released on Monday, a spokesperson for the school said.

Florida State University in Tallahassee: Five protesters, including two current students, were arrested on Tuesday, school officials said. “The university’s rules and regulations had been explained repeatedly over several days and the group had been compliant until this afternoon,” officials said, adding that the arrests occurred “after the individuals ignored multiple requests and warnings to comply with a lawful order.”

City College of New York in Manhattan: Police officers arrested 173 pro-Palestinian demonstrators at City College of New York in Harlem late Tuesday night.

North Carolina State University in Raleigh: School officials said that one protester was arrested on Tuesday night during a pro-Palestinian protest on campus. The individual is not affiliated with the university, the school said.

University of Arizona in Tucson: Four protesters were arrested late Tuesday night into early Wednesday after law enforcement officials ordered demonstrators to leave an encampment, according to a statement from the university president. Officers used pepper balls and rubber bullets to disperse the crowd, he added.

University of Wisconsin, Madison : On Wednesday morning, 34 people were arrested, school officials said. An encampment of protesters on campus, which began on Monday, was dispersed after 7 a.m. Wednesday by university police officers, who were assisted by state and local law enforcement. Four police injuries were reported . A majority of those arrested were released with no citation issued.

Fordham University in New York City: After protesters set up an encampment in an academic building on the university’s Manhattan campus, New York police officers made arrests on Wednesday. The number of arrests they made was not yet clear.

Reporting was contributed by J. David Goodman , Halina Bennet, Olivia Bensimon , Nicholas Bogel-Burroughs , Robert Chiarito , Jill Cowan , Matthew Eadie , Colbi Edmonds , Jacey Fortin , J. David Goodman , Johnna Margalotti, Bernard Mokam , Erin Nolan , Jenna Russell , Edgar Sandoval and Jonathan Wolfe .

Because of an editing error, an earlier version of this article misstated when students at Princeton started to pitch tents. They erected tents on Thursday, not Wednesday.

How we handle corrections

Anna Betts reports on national events, including politics, education, and natural or man-made disasters, among other things. More about Anna Betts