UConn's Higher Education Graduate Programs

UConn’s Higher Education Programs, housed within the Neag School of Education, are designed for individuals looking to earn a master's or doctoral degree in higher education while embracing critical, inclusive, and decolonizing practice and reflexivity. Students are prepared to work in higher education, student affairs, research organizations, and other settings.

Advance your career while learning among the best at the one of the top 25 public graduate schools of education in the country and one of the nation's top public universities. All UConn Higher Education Programs prepare critical, anti-racist, and equity-minded professionals.

ALT=""

Programs

MA Program

The 36-credit Higher Education and Student Affairs (HESA) Master's Program leads to a Master of Arts (MA) degree and is focused on developing reflective scholar-practitioners in the higher education setting. The courses and experiences are diverse and reflect the best of contemporary student affairs practice.

 

Learn More about the HESA MA

Ph.D. Concentration

The UConn Neag School of Education’s Ph.D. in Learning, Leadership, and Education Policy offers four concentrations, one of which being Higher Education Racial Justice and Decolonization (HERJD). The Ph.D. program and its concentrations are designed for students interested in becoming researchers or working in academic settings. The HERJD concentration offers students opportunities to engage in critical reflexivity and praxis related to racial justice and decolonization in higher education settings.

 

Learn More about the HERJD Ph.D.

Ed.D. Program

The Department of Educational Leadership’s Ed.D. degree program is designed for practitioners and accommodates full-time professionals. It is cohort-based, places an emphasis on a student’s problem of practice, and requires a capstone research project instead of a dissertation. The program places a particular emphasis on equity-centered leadership and invites applicants from K-12 and higher education contexts.

 

Learn More about the Ed.D.

Recent Department News

A group of high schoolers stand inside the Toscano Family Ice Forum at UConn Storrs. One student takes a photo with their cellphone.
Neag School Hosts Early College Experience Day for 116 High School Students

Eight public school districts brought EDCI 1100, EPSY 1100, and EDLR 2001 students to Storrs

Symone James Abiola
10 Questions With Alumna Symone James Abiola, Author of New Book on Anti-Racist Teaching

James Abiola ’16 (ED), ’17 MA, ’22 6th Year recently published her first book, which is part of the Hack Learning Series by Times 10 Publications

Two adult professionals gather (left and right) gather with female student.
Neag School’s Annual Scholarship Celebration Spotlights Students and Donors

On Nov. 3, UConn’s Neag School of Education held its annual Scholarship Celebration to recognize students’ academic achievements and the generosity of donors who have financially contributed to furthering their education

Testimonials

Mislal Andom-Lake

Mislal Andom-Lake, Special Education Teacher

"UCAPP consistently impresses me with its practical approach, allowing me to apply leadership skills in my home and mentor schools. Though core assessments are challenging, they prove instrumental in readying me for diverse school leadership responsibilities, always prioritizing students. Support from my coach and mentor school enriches my experience. ... This UCAPP journey has been transformative, nurturing my aspirations for district-level leadership in special education or equity. I enthusiastically recommend this program to aspiring school leaders."

Mike Dunn, High School Principal 

"Having consulted with a variety of trusted educational leaders with whom I've been lucky to work, I chose to apply for UConn's Executive Leadership Program due to its reputation for the highest quality instruction and unique blend of cutting-edge leadership theory with practical application. The Executive Leadership Internship itself provides rich and varied opportunities to apply the lenses from leadership frameworks and theoretical readings in authentic settings where real leaders work through real problems to affect systemic change for students."

Mike Dunn