HED Doctoral Handbook

DOCTORAL HANDBOOK
Higher Education Administration Program
Department of Educational Administration

2011-2012
THE UNIVERSITY OF TEXAS AT AUSTIN
Table of Contents
SECTION 1. DEPARTMENT OF EDUCATIONAL ADMINISTRATION ................ 5
WELCOME .................................................................................................................... 5
STAFF & CONTACT INFORMATION ................................................................................. 6
HIGHER EDUCATION ADMINISTRATION FACULTY ......................................................... 8
SECTION 2. DOCTORAL PROGRAM............................................................. 14
OBJECTIVE .................................................................................................................. 14
Ph.D. Program (Doctorate of Philosophy) .............................................................................. 14
Ed.D. Program (Doctorate of Education) ............................................................................... 14
Advising ............................................................................................................................. 15
COURSEWORK ............................................................................................................. 16
Requirements by Degree ....................................................................................................... 16
Core Courses ....................................................................................................................... 16
Required Specialization Courses ............................................................................................ 18
Optional Specialization Courses (Electives) ............................................................................ 18
Research & Inquiry Courses .................................................................................................. 20
Cognate Courses (Outside the College of Education) ................................................................ 20
Other Coursework ................................................................................................................ 22
When Courses Are Offered .................................................................................................... 24
FULL-TIME COURSEWORK FLOW CHART ...................................................................... 25
PART-TIME COURSEWORK FLOW CHART ...................................................................... 25
TRANSFER COURSEWORK............................................................................................ 25
STUDY ABROAD .......................................................................................................... 26
EXTENSION COURSES .................................................................................................. 26
COMPREHENSIVE AND QUALIFYING EXAMS ................................................................ 27
Written Comprehensive Examination .................................................................................... 27
Specialization Qualifying Exam............................................................................................ 28
ADVANCEMENT TO CANDIDACY ................................................................................. 31
Apply for Advancement to Candidacy .................................................................................... 31
DISSERTATION/TREATISE COMMITTEE ....................................................................... 34
Finding a Chair or Co-Chair ................................................................................................ 34
Committee Composition ....................................................................................................... 34
GSC Faculty ....................................................................................................................... 34
SECTION 3. FINANCIAL ASSISTANCE ..................................................................... 35
ON-CAMPUS EMPLOYMENT OPTIONS .......................................................................... 35
Quantity of Work Full time students .................................................................................. 35
TRAVEL SUPPORT FOR CONFERENCES ......................................................................... 36
OFFICE OF STUDENT FINANCIAL SERVICES .................................................................. 36
TUITION ...................................................................................................................... 36
SECTION 4. INSTITUTIONAL POLICIES........................................................ 37
Academic Dishonesty ........................................................................................................... 37
Academic Honor Code.......................................................................................................... 37
ADA Compliance ................................................................................................................ 37
Official Means of Communication ......................................................................................... 37
Observance of Religious Holy Days ....................................................................................... 37
Scholastic Probation and Dismissal ....................................................................................... 38
Sexual Discrimination and Sexual Harassment ...................................................................... 38
SECTION 5. ACADEMIC RESOURCES ........................................................... 39
Registration ........................................................................................................................ 39
Textbooks ........................................................................................................................... 40
Blackboard .......................................................................................................................... 40
Graduate Writing Center ..................................................................................................... 41
Libraries ............................................................................................................................. 41
SECTION 6. CAMPUS RESOURCES ............................................................... 42
Behavior Concerns Advice Line (BCAL) ................................................................................ 42
Bevo Bucks .......................................................................................................................... 42
Campus Safety .................................................................................................................... 42
Course Instructor Surveys ..................................................................................................... 43
Dean of Students ................................................................................................................. 43
Division of Diversity and Community Engagement ................................................................ 43
Division of Student Affairs.................................................................................................... 43
Graduate School .................................................................................................................. 44
Graduate Student Housing ................................................................................................... 44
Health Insurance ................................................................................................................. 44
Office of The Registrar.......................................................................................................... 44
Services for Students with Disabilities .................................................................................... 44
Student ID Card.................................................................................................................. 45
Student Judicial Services ...................................................................................................... 45
Transportation .................................................................................................................... 45
University Health Services .................................................................................................... 46
UT EID ............................................................................................................................. 46
SECTION 7. TECHNOLOGY ......................................................................... 47
College of Education Learning Technology Center .................................................................. 47
College of Education Apple Laptop Bundle ............................................................................ 48
Information Technology Services ........................................................................................... 48
BevoWare ........................................................................................................................... 48
Campus Computer Store ...................................................................................................... 48
Computer Labs on Campus .................................................................................................. 48
Informational Technology Services Help Desk ........................................................................ 48
Printing On Campus ............................................................................................................ 49
Webspace ............................................................................................................................ 49
Wireless Network On Campus .............................................................................................. 49
SECTION 8. STUDENT INTERESTS ............................................................... 50
ANNUAL UNIVERSITY EVENTS..................................................................................... 50
ATHLETICS .................................................................................................................. 51
FINE ARTS .................................................................................................................. 52
Museums and Collections ..................................................................................................... 53
RECSPORTS ................................................................................................................. 53
VOLUNTEER OPPORTUNITIES ...................................................................................... 54
Volunteer and Service Learning Center .................................................................................. 54
Volunteer Events ................................................................................................................. 54
SECTION 9. PROFESSIONAL DEVELOPMENT ............................................... 55
PROFESSIONAL ASSOCIATIONS .................................................................................... 55
HEASPA............................................................................................................................ 55
On Campus Associations ...................................................................................................... 55
Texas Associations ............................................................................................................... 55
National Associations .......................................................................................................... 56
DOCTORAL HANDBOOK
SECTION 10. ADVICE FROM YOUR PEERS ................................................... 58

Advice from graduates .......................................................................................................... 58
Advice from full-time students ............................................................................................... 58
Advice from part-time students .............................................................................................. 59
Advice from first-year students .............................................................................................. 60
APPENDIX A. NEW STUDENT CHECKLIST................................................... 62
APPENDIX B. DEGREE PLANS ..................................................................... 62
The Ph.D. Degree in Educational Administration .................................................................. 62
The Ed.D. Degree in Educational Administration .................................................................. 64
APPENDIX B. ADVANCEMENT TO CANDIDACY .......................................... 66
Progress Checklist ................................................................................................................ 66
Dissertation Map ................................................................................................................. 67
APPENDIX C. FORMS & DOCUMENTS ......................................................... 69
Change Academic Advisor .................................................................................................... 69
Student Travel Support Request ............................................................................................ 70
Transfer Credits Form .......................................................................................................... 71
Approval for Specialization Course ........................................................................................ 73
Instructor Consent for Course Registration ............................................................................. 74
Extension Course Credit Request ........................................................................................... 75
Program Transfer Request .................................................................................................... 76
APPENDIX D. RESEARCH APPRENTICESHIP & INTERNSHIP/FIELD
EXPERIENCE ............................................................................................. 77
Research Apprenticeship ....................................................................................................... 77
Internship/Field Experience ................................................................................................. 78
Section 1. DEPARTMENT OF EDUCATIONAL ADMINISTRATION

Welcome
Dear Higher Education Administration Doctoral Student,
It is my honor and pleasure to write this note of welcome to the Doctoral Program
in Higher Education Administration here at The University of Texas at Austin.
Over 70 applicants expressed interest in our program, and we feel you represent the
best of the best. Your academic backgrounds, work and volunteer histories, and
wealth of diverse life experiences have allowed us to construct a talented and
promising entering cohort. I know you will find that our esteemed
faculty, administrators, and staff will provide you with ample opportunities to
develop academically and professionally. Please dont hesitate to inform us of how
we can assist you in reaching your goals.
There will be a multitude of opportunities available to you as a student in the
program. My advice is to take advantage of the resources around you your
advisor and professors, peers in the program, alumni, and the many friends of the
program across campus, the nation, and even the world to make the most of your
time as a student.
Once again, welcome to the program, and enjoy this valuable resource!
Pedro Reyes, Ph.D.
Professor, Department of Educational Administration
Program Head, Doctoral Program in Higher Education Administration
DOCTORAL HANDBOOK
Staff & Contact Information
(as of 03/15/11)
Dr. Pedro Reyes
Program Head, Higher Education Administration

PReyes@utsystem.edu
Dr. Richard Reddick
Coordinator, CUSPA Masters Program (on leave 2010-2011)

Richard.reddick@austin.utexas.edu
Dr. Martha Ovando
Graduate Advisor, Educational Administration

movando@mail.utexas.edu
Hortensia Palomares
Graduate Coordinator, Educational Administration

hpalomares@austin.utexas.edu
Linda Overton
Administrative Associate, Educational Administration

Linda.overton@austin.utexas.edu
Mailing Address
Physical Address
Higher Education Administration

Program
Department of Educational
Administration
The University of Texas at Austin
1 University Station D5400
Austin, TX 78715-0374
1900 Speedway
Sanchez Building, Room 374
Austin TX 78712
512-471-7551
DISCLAIMER: Please note that information in this handbook does not supersede
information posted on university websites.
Overview
The Department of Educational Administration at The University of Texas at
Austin is recognized as providing graduate programs of distinction and is
considered one of the most outstanding in the nation. In addition to higher
education, specialization is offered in community college leadership and public
school executive leadership.
Educational Administration
Higher
Education
Administration
Community
College
Leadership
Program (CCLP)
Master's in
CUSPA
Public School
Executive
Leadership
Program (PSEL)
Educational Policy
& Planning (EPP)
Ed.D.
Ph.D.
Cooperative
Superintendency
Program (CSP)
MISSION AND VISION

Mission
To prepare and develop the finest leaders in the educational institutions of

tomorrow
To prepare and develop the finest researchers, policy analysts, and
professors in the field of educational administration
To advance the scholarship teaching, research, and service of educational
administration
Vision
The Department of Educational Administration at The University of Texas will be
recognized nationally and internationally as
(1) a signature model in the preparation of educational leaders, researchers,
policy analysts, and professors;
(2) a transformational force in advancing the scholarship of educational
administration;
(3) an unyielding champion of access, excellence, service, equity, justice,
student engagement, accountability, citizenship, and P-20 collaboration.
DOCTORAL HANDBOOK
Higher Education Administration Faculty

(Alphabetical)
Cassandre Alvarado, Ph.D.
Assistant Dean, UGS; Lecturer
Biography:
cassandre.alvarado@austin.utexas.edu
512-232-3997
Dr. Cassandre Alvarado is Assistant Dean for Learning Communities and Assessment for the
School of Undergraduate Studies at The University of Texas at Austin. Her responsibilities
include providing strategic leadership in the area of enrollment management,
developmental education, and recruitment of underrepresented students and in curricular
strategies that increase retention. Recently, she led the Universitys major Quality
Enhancement Plan initiative, providing the blueprint and assessment of the Universitys first
major curriculum reform in the last 30 years. She is the College Readiness Special Advisor to
the Texas Higher Education Coordinating Board and frequently works with national
organizations on issues of readiness and retention. She is a lecturer in the Department of
Educational Administration at UT, teaching graduate-level courses in college student
development theory and history of higher education. Dr. Alvarado holds a bachelor of
journalism, master of education and doctor of philosophy degree from The University of
Texas at Austin.
Classes Taught: History of Higher Education (fall)
David Gardner, Ph.D.

Adjunct Professor.
Deputy Commissioner, Texas Higher Education
Coordinating Board
Biography:
david.gardner@thecb.state.tx.us
512-471-7551
Biography unavailable.
Classes Taught: Institutional Research and Planning
Doug Garrard, Ed.D.

Senior Associate Dean of Students, Lecturer
Biography:
garrardd@austin.utexas.edu
512-471-5017
Doug Garrard is Senior Associate Dean for the Office of the Dean of Students at the
University of Texas at Austin. His portfolio includes Student Activities and Leadership
Development, New Student Services, Greek Life and Intercultural Education, as well as
supporting all programs and functions of the Deans office. Dr. Garrard has over twentyfive years of student affairs experience. He is currently past president of the Southwest
Association of College and University Housing Officers, ending a one-year term as
president of the association. He earned a doctorate and masters degree in higher
educational administration at the University of Texas at Austin, and a bachelors of science
from Southern Illinois University in Carbondale. He has served as a guest lecturer in various
higher education courses and this is his first year serving on the faculty for the College of
Education.
Classes Taught: Campus Cultures (fall)
Juan Gonzalez, Ph.D.

VP For Student Affairs, Senior Lecturer
Biography:
juan.gonzalez@austin.utexas.edu
512-471-5151
Juan Gonzlez is the Vice President for Student Affairs at The University of Texas at Austin.
For more than 30 years Dr. Gonzlez has been an administrator, professor and consultant in
the field of student affairs. Twenty of those years he served as the Vice President for
Student Affairs at five different U.S. universities. His areas of interest include the
assessment and integration of learning outcomes, leadership development, and higher
education strategies for the admission and retention of low-income and minority students.
Classes Taught: College Student Personnel Administration (masters only) (fall), Student
Affairs Assessment in Higher Education (spring)
Marilyn Kameen, Ph.D.

Senior Associate Dean, Professor
Biography:
mkameen@mail.utexas.edu
512-471-7255
Besides serving as Senior Associate Dean, Dr. Marilyn C. Kameen also holds the M.K. Hage,
Jr. Centennial Professorship in the College of Education. Her academic appointment is in
the Department of Educational Administration as a full professor in the Higher Education
Administration Program. From 1998 to 2002, she was Associate Dean for Academic Affairs
and Research, and from 1992 to 1998, she was Associate Dean for Teacher Education and
Student Affairs. Dr. Kameen joined the College of Education at The University of Texas at
Austin in 1990 as the Assistant Dean for Teacher Education and Student Affairs. Dr.
Kameen earned a doctorate in Counselor Education from the University of Virginia in
1974. She also holds a masters degree from the University of Virginia and a bachelors
degree from Rosemont College, Philadelphia, PA. Her areas of interest include college
student development, academic administration, and college teaching.
Classes Taught: None at present.
Soncia Reagins-Lilly, Ed.D.

Senior Associate VP and Dean of Students; Clinical
Assistant Professor
Biography:
soncia.r.lilly@austin.utexas.edu
512-471-5017
Dr. Lilly is the Senior Associate Vice President for Student Affairs and Dean of Students at
The University of Texas at Austin, where she collaborates with campus and student
leadership to create and implement policies related to student development, academic
support programs, and campus life. Her portfolio includes the programs organized within
the Office of the Dean of Students, Housing & Food Services, Student Activities Center and
the University Unions. She is also on the faculty for the College of Education and currently
serves as the Coordinator of the College and University Student Personnel Administration
Masters program. Prior to this, she was Assistant Vice Chancellor of Student Affairs
Administration at The University of California, Los Angeles. She earned a bachelors degree
in economics from the University of California at Irvine, a Master of Arts in education from
DOCTORAL HANDBOOK
California State University, San Bernardino, and a doctorate in education administration

from the University of Southern California. She is active in professional associations and is a
Strategic Planning and Management Consultant, facilitating workshops and giving
presentations on higher education topics at national conferences.
Classes Taught: Intergroup Dialogue (spring), Race in Higher Education (fall)
Pedro Reyes, Ph.D.

Ashbel Smith Professor, Education Policy & Planning
Program Head, Higher Education Administration
Biography:
preyes@utsystem.edu
512-475-8569
Pedro Reyes is the Ashbel Smith Professor in Education Policy at The University of Texas at
Austin. He was named Associate Vice Chancellor for Academic Planning and Assessment at
The University of Texas System Office of Academic Affairs effective January 15, 2003 where
he deals with education policy. Additionally, he directs the Student Learning Assessment
Project for all Academic Institutions, along with the Academic Initiatives for Academic
Affairs, including the management of $50 million dollar fund to improve research capacity
among academic institutions. Dr. Reyes was involved with the execution of the annual
tuition and fee plan, and the annual budget presentations. He served on System Task Forces
on issues (capital planning, admissions, etc.). Service on boards of external education
organizations (P-16 Council, Austin Partners in Education). Pedro Reyes was Associate
Dean of Graduate Studies and Professor of Education Policy and Administration at The
University of Texas at Austin, where he also holds a courtesy appointment in the
Department of Sociology. He received his Ph.D. in 1985 from the University of WisconsinMadison and has been a member of the faculty at Texas since January, 1991. He has a
combined 25 years of teaching experience in public schools and higher education and won a
major award for his graduate teaching. Dr. Reyes was the 30th president of the University
Council for Educational Administration, which is a national consortium of 70 major
research universities in the United States and Canada advancing the knowledge base in
educational administration. He is a Fellow of the prestigious National Academy of
Education.
Classes Taught: Education Politics & Policy, Policy Research in Education
Richard J. Reddick, Ed.D.

Assistant Professor, Higher Education
Administration; Coordinator CUSPA M.Ed.;
Faculty Affiliate, John L. Warfield Center
for African & African American Studies;
Affiliate, Gender & Sexuality Center
Biography:
richard.reddick@austin.utexas.edu
512-471-8587
Richard J. Reddick is an assistant professor in the College of Education's Department of

Educational Administration at The University of Texas at Austin, and he is also a faculty
affiliate in the John L. Warfield Center for African and African American Studies. Dr.
Reddick's research on mentoring relationships between faculty and AfricanAmerican undergraduate students includes factors influencing faculty mentorship, the role
of formative experiences in professors' lives in their approach to mentoring, and the advising
and counseling approaches utilized by faculty in mentoring African-American

undergraduate students. Prior to joining the UT faculty, Dr. Reddick worked in student
affairs at the Massachusetts Institute of Technology, Cal Poly-San Luis Obispo, and Emory
University.
Classes Taught: On Leave 2010-2011 School Year; History of Higher Education,
Economics/Finance; Organizational Design; Qualitative Research
Victor B. Senz, Ph.D.

Assistant Professor, Higher Education; Faculty
Associate, Center for Mexican American Studies;
Faculty Fellow, Division of Diversity & Community
Engagement
Biography:
vsaenz@mail.utexas.edu
512-475-8585
Victor B. Senz, Ph.D., is an assistant professor in the Department of Educational

Administration at the University of Texas at Austin. He is also a faculty affiliate with the UT
Center for Mexican American Studies, a Faculty Fellow with the UT Division of Diversity
and Community Engagement, and a Faculty Associate with the UCLA Higher Education
Research Institute. His research interests include: chronicling the educational benefits of
diversity on college campuses; and, college readiness, college access, transition, and
retention issues for underrepresented students. His most recent research work is focused
on Latino males in higher education, and his research on this topic includes examining
their experiences at both two-year and four-year institutions.
Classes Taught: Quantitative Research; Survey Research Methods; Economics/Finance;
Legislative Issues in Higher Education (Spring elective during legislative session years only);
College Student Research (Fall); Equity & Access in Higher Education
Edwin Sharpe, Ph.D.

Clinical Professor
Biography:
esharpe@mail.utexas.edu
512-475-8577
Associated professionally with the University of Texas for more than 30 years, Dr. Edwin R.
Sharpe is Clinical Professor in the Department of Educational Administration, Senior
Advisor to the Provost, and Founding Chairman of the University of Texas Elementary
Charter School Management Board. He previously served in administrative positions
including U.T. System Executive Vice Chancellor for Academic Affairs, U.T. Austin Vice
President for Administration, and Interim President of the University of Texas of the
Permian Basin. Dr. Sharpes scholarly and teaching interests include organizational theory
and behavior particularly as applied to colleges and universities, educational politics and
policy, and the interaction and alignment of educational systems from preschool through
postsecondary institutions (a concept of education now commonly called P-16). A Phi
Beta Kappa graduate, Dr. Sharpe holds a B.A. with Honors in Economics, a Master of
Business Administration, and a Ph.D. in Higher Education Administration from the
University of Texas at Austin.
Classes Taught: Organization & Administration (Fall), Higher Education Business
DOCTORAL HANDBOOK
11
Management (masters only); Education Politics and Policy; Organizational Design (Spring)
Patricia Somers, Ph.D.

Associate Professor
Higher Education Administration
Biography:
pasomers@mail.utexas.edu
512-471-7551
Patricia Somers is Associate Professor of Higher Education. She is also a Fellow in the
Community College Leadership Program and a faculty affiliate in Womens and Gender
Studies and the Long Lozano Latin American Studies program. She holds a Ph.D. in
Educational Administration (Higher Education Concentration) from the University of New
Orleans, an M.A. in Portuguese from the University of Illinois at Champaign-Urbana, and a
B.A. in Spanish from Michigan State University. She received the Melvene Hardee
Dissertation Award from the National Association of Student Personnel Administrators in
1993 and the Emerging Scholar Award from the American Association of University Women
in 1997. Her areas of research include students at two- and four-year colleges, college
choice, the impact of 9/11 on college students, higher education law (especially freedom of
expression and academic freedom), helicopter parents, and higher education in Brazil. She
has extensive international experience - as a Fulbright Fellow in Germany and Thailand; a
Malone Fellow and a King Fahd Center Fellow in the Middle East; a Fulbright New Century
Scholar in Brazil; and as field researcher in linguistics. She is currently a Regional Vice
President of the Texas Conference of the American Association of University Professors. Dr.
Somers has over 60 publications and has supervised 30 dissertations.
Classes Taught: Higher Education Law (masters section only) (Spring), Gender & Adult
Development (Summer elective offered every other summer); Qualitative Research;
Comparative Higher Education
Gregory Vincent, Ed.D.

VP of the Division of Diversity and Community
Engagement; Professor of Law; Professor of
Educational Administration; W.K. Kellogg Professor
in Community College Leadership
Biography:
gvincent@austin.utexas.edu
512-471-3212
Dr. Gregory Vincent earned his doctorate, with emphasis in higher education from the
University of Pennsylvania, his juris doctor degree from The Ohio State University College
of Law and his bachelor of arts degree, with majors in history and economics, from Hobart
and William Smith Colleges in Geneva, N.Y. Dr. Vincent has received numerous awards
including the 2010 Capital City African American Chamber of Commerce Community
Partnership Award, the 2010 Multicultural Leadership Award from the Texas Diversity
Council, the 2010 Spirit of Giving Award from the Austin Independent School District, the
2009 Community Service Award from the NAACP, and the Austin Circle of Influence award
from the Austin Urban League in 2008 and 2009. Other recent awards include the UTAustin Chicano-Hispanic Law Students Association Spirit Award (2009); the Hispanic
Faculty Staff Association 11th Annual Leadership Symposium Honor (2009); University
Interscholastic League Honor (2009); the Texas Exes Legacy Award (2007); and The Texas
Exes Black Alumni Steering Committee (2007); the Education Award at the Institute of
Interfaith Dialogue Awards (2007), and the Texas Diversity Council Diversity First award
(2006). Currently, Vice President Vincent serves on the board of numerous organizations
including the Austin Area Urban League, Communities in School, Envision Central Texas
and E3 Alliance, and is chair of the University of Texas Charter Elementary Schools
management board.
Classes Taught: Higher Education Law (doctoral section) (spring).
DOCTORAL HANDBOOK
13
Section 2. DOCTORAL PROGRAM

Objective
The objective of the Doctoral Program in Higher Education Administration is to
prepare, train and educate students to become leaders in the administration of
colleges and universities, scholars who can bring about greater understanding of
higher education through research, and teachers who can pass on knowledge of the
past and equip students with the ability to work with an ever-changing higher
education environment in the future. (From website.)
PH.D. PROGRAM (DOCTORATE OF PHILOSOPHY)

Students in the program receive a thorough grounding in the functioning of
colleges and universities and in the skills of administration, decision-making and
leadership. They develop an understanding of the particular role of colleges and
universities in society as both distributors and creators of knowledge, the historical
context from which those institutions have emerged, and the ethical considerations
that must surround and guide the enterprise. Finally, the program prepares
doctoral students to be consumers and producers of higher education research and
scholarship and socializes students towards possible careers in academia.
Programs leading to this degree emphasize preparation for a research career in
which the graduate will add to the core of knowledge that is the basis for informed
practice. The curriculum is oriented toward the development of theory and
research skills in a variety of methodologies and includes a strong secondary
emphasis in a cognate field of study. See Appendix B for this degree plan.
ED.D. PROGRAM (DOCTORATE OF EDUCATION)

Programs for this degree emphasize preparation for leadership careers in a variety
of college and university settings and are oriented toward the application of theory
and knowledge development through research. The curriculum also aims toward
the development of sophisticated management skills and intelligent, informed
leadership. See Appendix B for this degree plan.
ADVISING
All doctoral students will be assigned a temporary faculty advisor upon being
admitted to the program. This temporary advisor can become permanent if the
student and the faculty member agree to do so. Students can also switch advisors if
it is determined that there is a better fit with another faculty member, although we
recommend that you not do so until you have had an opportunity to work with
your faculty advisor for at least your first year in the program. A form to switch
your advisor is available in Appendix C.
Students are required to develop a degree plan and touch base with their faculty
advisor at least once a semester prior to registration. The advisor will contact the
graduate coordinator, who will remove any advising bars as needed.
REGISTRATION & ADVISING BARS

Students are required to develop a degree plan and touch base with their faculty
advisor at least once a semester prior to registration. The advisor will contact the
graduate coordinator, who will remove any advising bars as needed.
ACADEMIC EXPECTATIONS
Commitment
As a student in our graduate program at UT-Austin, you are committing yourself to
a rigorous academic experience. You have to treat graduate school like it is your
livelihood because it certainly represents the next phase of your career
development as an administrator and/or scholar in higher education.
Coursework & Learning Beyond the Classroom
Courses are an important guide to get you through the program, but learning needs
to extend beyond the classroom. You need to be an avid follower of news and
current issues affecting higher education, especially those related to your
profession.
Tips for Higher Education News Sources
Chronicle of Higher Education

Inside Higher Education
Diverse Online
American Association of University Professors
Professional Identity
As you continue on your career as a professional in higher education, be conscious
of how you are shaping your professional identity. Build your network, engage with
professional communities, be true to your interests and carve out your research and
leadership niche within higher education. All the while, work on cultivating your
DOCTORAL HANDBOOK
15
professional identity, shaped by your values, areas of expertise and leadership

abilities. Faculty and administrators are now colleagues in your eyes; please trea
them accordingly.
Coursework
REQUIREMENTS BY DEGREE
Ph.D.
Core Courses*
Specialization Courses
Research & Inquiry
Cognate Courses
Research Apprenticeship
Internship/Field Experience
Dissertation
Treatise
Required
12 hrs.
24 hrs.
12 hrs.
15 hrs.
1-6 hrs.
Ed.D.
Optional
Optional
---
Required
12 hrs.
24 hrs.
6-9 hrs.
9 hrs.
---
1-6 hrs.
--
---
* Core coursework beyond the required hours count as a specialization course.
CORE COURSES
EDA 382M Organizational Design and Behavior
This course is designed to assist administrators and researchers better understand
educational (and other similarly structured) organizations from a perspective
integrating leadership, developmental relationships, and organizational theory.
Enrollment is limited to doctoral students in EDA and fulfills a core course
requirement. Course Objectives and Themes include: 1) To introduce analytic tools
to examine organizations, most significantly Bolman & Deals four frames; 2) To
apply analytic tools and theories to organizational behavior via case studies, class
discussion, and personal reflection; 3) To introduce and interrogate the role of
developmental relationships in the growth of organizations; 4) To explore how
individuals and personalities work to enhance (or at times, thwart) organizational
structures.
EDA 388E
Educational Economics and Finance Policy
In this course, students will gain an overview of the mechanisms and theories
regarding the economics and financing of U.S. higher education. While this course
is not limited to students in the higher education doctoral program, this course is
grounded in literature, theories, and examples specific to higher education. The
overall purpose of this core course is to inform students of the policy bases for the
finance of higher education and to help students understand the concepts and
principles underlying such policies. Concepts will include, but are not limited to,
human capital and investment in higher education; economic theories of the public
sector and the role of federal and state government policies in higher education
finance; and microeconomic theories of the firm and the marketplace, including
theories of revenue, cost, productivity, price, subsidy, and elasticity.
EDA 388M Social and Cultural Contexts of Education
Through this course, students will learn to critically examine the larger social,
economic, and political contexts in which schools, districts, and colleges and
universities operate. Over the course of the semester, students will study how
larger public policies (areas often considered outside education) including
housing policies, social welfare policies, transportation policies, and tax laws--have
shaped cities, educational institutions and the lives and opportunities of students
and families. This course will also examine the ways in which issues of race,
immigrant status, social class and gender shape students experiences and
outcomes within schools. Readings in this course will draw from a range of
disciplines, including political science, social welfare, public policy, housing policy,
law, and sociology.
EDA 388P
Educational Politics and Policy
This course provides an introduction to the field of educational politics with special
emphasis on theoretical and conceptual analyses of the political behavior of
education's stakeholders and the policy performance of educational systems.
Educational leaders (in this context higher education leaders) need to develop
conceptual knowledge and skills in analyzing and exploring, societal,
organizational, and individual (stakeholder) forces that influence educational
policy and decision making at all levels, as well as within different organizational
settings. Effective leaders should be able to analyze, synthesize and apply research
and theory derived from the political and social sciences, educational politics and
policy-making literature to problems associated with positions they either currently
occupy or aspire to hold. By combining theoretical and research contributions with
resources, experiences, and problem solving capacities of students enrolled in the
class, each class participant will increase his/her capability to deal with uncertainty,
instability, uniqueness and value conflicts inherent in problem solving situations.
EDA 388V
Ethics and Values
The purpose of this course is to provide the student with opportunities to examine
ethical and value issues which confront educational leaders and how leaders might
supply responses if not solutions to those issues. A second purpose of the course is
to demonstrate how individual values not only drive ethical behavior but also
ethical decisions. Finally, the centerpiece of the course will examine ethics against a
backdrop of two themes: equity and choice.
DOCTORAL HANDBOOK
17
REQUIRED SPECIALIZATION COURSES

EDA 391R
Organization & Administration of Higher Education
Dr. Edwin Sharpe, Dr. Pat Somers*
The purpose of this course is to help students understand organizations and to take
effective action in them. Attempts to improve organizations without adequate
understanding can make things worse instead of better. Sound intuition, valid
theory, management skills and reflective practice are all helpful and needed. This
course seeks to reinforce intuition and expand your theory and skills.
EDA 391S
History of Higher Education
Dr. Cassandre Alvarado, Dr. Richard Reddick
This course is a study of the student population in contemporary colleges and
universities, with emphasis on student development theory and the impact of
campus environments on student development. This course will also focus on the
application of student development theories to issues facing student affairs/services
professionals.
EDA 391T
Higher Education Law
Dr. Pat Somers (for masters students)
Dr. Gregory Vincent (for doctoral students)
The objective of this course is to provide students with an overview of the subject
areas of law most relevant to higher education and to introduce students to
methods of legal analysis and decision-making so that they can anticipate and
recognize legal problems as higher education administrators.
EDA 391F
Issues of Higher Education Seminar (SQE)
Dr. Pat Somers
This course is a study of the student population in contemporary colleges and
universities, with emphasis on student development theory and the impact of
campus environments on student development. This course will also focus on the
application of student development theories to issues facing student affairs/services
professionals.
OPTIONAL SPECIALIZATION COURSES (ELECTIVES)

Each semester, the Higher Education Administration department offers elective
courses. These courses are not available every semester, so please check with the
official Course Schedule for offerings. Past topics are listed below.
EDA 391C
Comparative Higher Education
Dr. Pat Somers
This course focuses on an examination and comparison of the higher education

systems and institutions of selected countries.
EDA 391K
Student Affairs Assessment in Higher Education
Dr. Juan Gonzalez
This course will examine administrative organization, functions, and practices
within colleges and universities. Students will research roles of the administrator
and principles of effective administrative practice.
EDA 391K (WGS 393; 379M)
Equity & Access in Higher Education
Dr. Victor Saenz; Dr. Greg Vincent
This course will examine the legal, educational and public policy issues that
promote or hinder access to higher education. The focus will be on highly selective
public and private institutions.
EDA 391K
Legislative Issues in Higher Education
Dr. Victor Saenz
This course focuses on legislative and policy issues in Texas higher education.
Offered concurrently with the 82nd Texas Legislative Session, the course covers
topics ranging from understanding the state-level policymaking process to
financing higher education to exploring specific policy issues related to college
access, finance, equity, governance, and diversity (among others).
EDA 383
Examining Campus Cultures
Dr. Doug Garrard; Dr. Soncia Reagins-Lilly
This graduate level seminar will begin by exploring the history of culture and how
it is constructed through ritual, language, appearance, artifacts, values, etc.
Students in the course will examine ways that culture impacts individual and
university life.
EDA 383
Race in Higher Education
Dr. Soncia Reagins-Lilly
This course will include group and individual studies of research literature about
race issues in higher education. Student will execute investigative projects and
reports of research.
EDA 383
Intergroup Dialogue
Dr. Soncia Reagins-Lilly
This course will include group and individual studies of research literature about
issues related to diversity, social justice and intercultural education in higher
education. Student will execute investigative projects and reports of research.
DOCTORAL HANDBOOK
19
EDA f395 (WGS 393)

Gender & Adult Development
Dr. Pat Somers
This course uses developmental theory to explore adult development theory. We
use film, narratives, and other data types to explore sexual identity, gender identity,
racial/ethnic identity, and moral development as well as general development of
women and men.
RESEARCH & INQUIRY COURSES

EDA 381P
Quantitative Research Design
Dr. Victor Saenz
This course is designed to provide an introduction to the workings of research and
quantitative methods necessary to support research. Students will gain a solid
introductory knowledge base in quantitative research, they will be competent in
conducting and understanding simple forms of such research, and they will have
enough background to learn more if they so choose. Concepts, tools and methods
covered include, but are not limited to: understanding varied types of data and
research, measures of central tendency (i.e., mean, median, mode), t-tests, ANOVA,
regression, correlation, confidence intervals, and hypothesis testing.
EDA 381Q
Qualitative Research Design
Dr. Pat Somers; Dr. Richard Reddick
This course is designed to assist the novice and intermediate researcher in
understanding the history, purposes, and aspects of strong qualitative research.
Through course readings, written assignments, guest speakers, and group
discussion, participants will build on prior knowledge of qualitative research
methods and examine the role of theory in research, validity and ethical
considerations, and gain experience presenting research proposals. This course will
also provide participants with experiences in participant observation, writing field
notes, interviewing, transcription, and coding.
EDA 387Q Introduction to Systems of Human Inquiry
Dr. Norvell Northcutt (Senior Lecturer, CCLP)
The course is a survey of selected ideas from antiquity to the postmodern area that
have significantly contributed to our current conception of research paradigms.
Students will investigate and present the ideas of significant thinkers from Socrates
to Foucault. The course will also focus on paradigms and on their implications for
research design, fieldwork, and interpretation. Instructional objectives for this
course include: 1) To develop the background necessary to understand modern
research paradigms; 2) To understand paradigms and how different paradigms suit
different research purposes.
COGNATE COURSES (OUTSIDE THE COLLEGE OF EDUCATION)

Cognate courses are graduate level courses offered outside the College of
Education. Up to six hours of out-of-department courses may be taken on a
credit/no credit basis. The Ed.D. requires 9 hours of cognate courses. The Ph.D.
requires 15 hours of cognate courses and 9 of these hours must be concentrated in
the same cognate theme (designated by the student and approved by the advisor).
Students are not limited to the courses below; rather this list has been compiled
from surveys of former students. Cognate courses are out-of-department courses
that allow students to broaden their areas of expertise. Students may define the
cognate theme to match their areas of academic and research interest. Some
students fulfill their cognate requirements by enrolling in one of the many graduate
portfolio programs offered at UT (Information about portfolio programs is available
at http://www.utexas.edu/ogs/docport/). Alternatively, students may also develop a
theme and list of courses on their own. Your advisor must approve all cognate
themes and courses.
COGNATE THEME EXAMPLES & COURSES

Sample Themes
American Studies
Conflict Resolution
Portfolio
Diversity
Educational
Psychology
Law
Courses
School/Department
Hip Hop Generation
American Studies
World Impact of US Mass Culture

Foundations of Social Justice
Grief Counseling
Mediation
Mediation Clinic
Social Work in the School Setting
Sociology of Education
Managing Diversity
Counseling Theory and Practice
Seminar in Guidance
Multicultural Counseling
Career Development
Counseling Theory
Educational Assessment of Minority Students
Minority Student Leadership Issues
Current Topics in Motivation
Psychology of Self in Relationship to Others
Higher Education and the Law
Administrative Law
Gender Law
Intro. To Law & Society
Planning Law
Americans with Disabilities Act
American Studies
Social Work
Social Work
Law
Law
Social Work
Sociology
LBJ
Education
Education
Education
Education
Education
Education
Education
Education
Education
Law
Law
WGS
Sociology
Com. & Reg. Planning
LBJ
DOCTORAL HANDBOOK
21
Public Affairs/Public
Policy
Race and Ethnicity
Social Work
Applied Statistical
Modeling
Sociology
Women and Gender

Studies Educational
Administration
Advanced Seminar in Ethical Leadership

LBJ
American Race Policy
LBJ
Managing Diversity
LBJ
Principles of Effective Leadership
LBJ
Volunteer Management
LBJ
Leading Change
LBJ
American Race Policy
LBJ
Comp. Perspectives on Race and Ethnicity
Sociology
Race, Class, and Media
Communication
Communication and Ethnography
Communication
Critical Analysis of Race Representation
Radio Television & Film
Race, Class, and Media
Radio Television & Film
Race and Ethnicity in American Society
Anthropology
Race, Ethnicity and Place
Urban Studies
Race and Ethnicity in American Society
Anthropology
Gays/Lesbians in American Society
Social Work
Dynamics of Organizations and Communities Social Work
Social Workers in the Legal System
Social Work
Practicum with Mexican/American families
Social Work
Counseling African Am. Indiv/Coup/Fam
Social Work
Foundations of Social Justice
Social Work
Statistical Methods I
Stats & Sci Comp (SSC)
Statistical Methods II
SSC
Applied Regression
SSC
Hierarchical Linear Models
SSC
Structural Equation Models
Sociology
Race and the Body
Sociology
Soc. of Poverty, Race & Schls (stats exp. req.)
Sociology
Gender, Health, & Society
Sociology
Some of these classes are cross-listed and students may take them for a
higher education elective or an out of department or other elective.
Students CANNOT change the registration status after the 12th class day
and may only change it after registering if there are spots available in the
alternate designation.
OTHER COURSEWORK
Both programs require coursework (1-6 hours) that is not based on a traditional
classroom setting. The Ph.D. degree requires a research apprenticeship while the
Ed.D. requires an internship or field experience course. Additionally, opportunities
for independent study courses are available for students in either program.
An Ed.D. student with extensive practical experience in higher education may
substitute the research apprenticeship for the internship, subject to the advisor's
approval. A Ph.D. student with minimum practical experience may also be
encouraged to consider an internship as an elective specialization credit course in
addition to fulfilling the research apprenticeship requirement for a Ph.D. (From
web.)
RESEARCH APPRENTICESHIP
All students pursuing the Ph.D. degree are required to complete a research
apprenticeship (EDA 396). In essence, the research apprenticeship is an
opportunity for a student to carry out original research under the guidance of an
experienced scholar. The student and professor (not necessarily the students
advisor) work out the details of the apprenticeship jointly. See Appendix D for a
more detailed description.
INTERNSHIP/FIELD EXPERIENCE
Those working towards the Doctorate of Education (Ed.D.) may choose (after
discussion with their advisor) to complete an internship or field experience (EDA
397P) instead of a research apprenticeship. This option provides a more practical
experience for future practitioners that helps to ground theoretical studies in real
administrative experience. The nature of the internship/field experience is up to
the discretion of the student and advisor as they work out the details and make
arrangements with the eventual supervisor of the experience. All students must
complete and have approved by their faculty supervisor an "Internship Contract"
before proceeding (See Appendix C).
INDEPENDENT RESEARCH STUDY

Students may be interested in pursuing a topic in more depth, researching a subject
of interest or creating and implementing a professional development workshop.
These two types of courses are available to help students develop a proposal and
retain a faculty mentor to supervise the work. With advisor approval of the
proposal, the student will complete the Consent of Instructor for Course
Registration Form (see Appendix C) with signature from the faculty advisor. The
student will submit the completed form to the graduate coordinator for enrollment
in the course. The faculty member and student will jointly determine project
assignments and timeline. The independent study grades are due at the end of the
semester; so the timeline should be designed to allow the supervisor sufficient time
to grade the project.
DOCTORAL HANDBOOK
23
WHEN COURSES ARE OFFERED

This table represents when courses are usually offered; it is not a guarantee of
course offerings.
Org Design
Eco & Finance
Social/Cultural
Politics & Policy
Ethics & Values
Org & Admin
Required
History of HEd
Specialization Higher Ed Law
SQE
Research &
Qualitative
Inquiry
Quantitative
Intro to Systems
Comp HEd
Optional
St Affairs Assess
Specialization Equity & Access
(Electives)
Leg Issues
Campus Cultures
Race in HEd
Intergroup Dialogue
Gender & Adult Dev
Core
1
2
Fall
Spring
Sum I
Sum II
Only offered during legislative session.

Offered every other summer.
Always check the Registrar for official course offerings each semester as change
happens and courses cannot be guaranteed.
Full-time coursework flow chart

Below is an example flow chart of a full-time doctoral student. Please note this is a
possible flow of coursework, based on when courses are usually offered; it is meant
as one possibility, not as a proscriptive guide. In addition, the course schedule can
and does change. Part-time students, for example, often take courses in a much
different order due to their full-time work schedules.
First Year
Third Year
Fall
9 hours: 2 core, 1
specialization
Fall
9 hours: cognate,
specialization,
methods
Fall
9 hours:
specialization,
cognate
Spring
9 hours: 2 core, 1
specialization
(Higher Ed Law
Rec'd)
Spring
9 hours:
specialization,
cognate, methods
Take Comps
after 30 hours1
Spring
9 hours: SQE2,
specialization, &
cognate
Summer
3-6 hours:
Methods, core, or
specialization
Second Year*
Summer
3-6 hours:
specialization or
cognate
Research
Apprenticeship
Fourth Year &

Beyond
Fall
3-6 credits:
dissertation or
treastise
Summer
Defend Proposal
& Advance to
Candidacy, opt.
3-6 credits such as
Dissertation
Seminar
Spring
3-6 credits:
dissertation or
treastise
Defend
Dissertation
Comps are your comprehensive exams, see page 25 for more information.
SQE (Specialized Qualifying Exam) is a course and a paper, see page 27 for more information.
Part-time coursework flow chart

Part-time students, due to their obligations as full-time employees, take courses
dependent on their personal and professional needs. Part-time students should
with their advisor to create a workable course schedule each semester and stay on
track for graduation in a timely fashion.
Transfer Coursework
Up to six hours of graduate work may be transferred from another institution and
counted toward the doctoral degree if approved by the student's advisor, the
DOCTORAL HANDBOOK
25
graduate advisor and Graduate School. Please note that this coursework cannot
have been used toward another degree. For more information please refer to the
transferring coursework page.
Study Abroad
Students may want to study abroad for a semester completing course work and/or
internship credit. Both of these options are feasible with advance planning.
Students need to plan their schedule carefully, as the core courses are offered only
in one semester (only in Fall or only in Spring). Students are not allowed to study
abroad in the semester in which they plan to graduate as per University policy.
However, students interested in studying abroad in the fall semester of their second
year must have completed all of the fall core courses in the previous year. Plan to
work carefully with your faculty advisor as well as the Study Abroad Office to allow
ample time to find appropriate courses, secure funding and complete paperwork.
Extension Courses
Up to six semester hours of work done in extension classes through the university's
Division of Continuing Education may be listed on the Program of Work, with the
approval of the Graduate Studies Committee and the Graduate School Dean. The
extension credit must be in graduate-level courses, the courses and instructors
must be approved in advance by the Graduate School and by the program in which
the student would otherwise take the work on campus, and the student must be
admitted to the Graduate School before taking the extension courses. Grades
earned in extension courses under these circumstances are included in the
calculation of the grade point average. Enrollment in University Extension courses
does not count toward the full-time enrollment status required for academic
employment. The form, Graduate Student Request for University Extension Credit
http://www.utexas.edu/ogs/pdn/pdf/extension-credit.pdf, is available for the
purpose of obtaining the approvals of the graduate program and the graduate dean.
See Appendix C for a copy of this form. Further information about Graduate School
policies is available at
http://www.utexas.edu/ogs/student_services/academic_policies/extension.html.
Comprehensive and Qualifying Exams

WRITTEN COMPREHENSIVE EXAMINATION
PURPOSE: Assessment of students comprehensive ability to apply theories and
concepts from the core areas to address educational problems in an integrated
fashion.
REQUIREMENTS:
Students must
Successfully complete all five core courses
Complete 30 hours of the course work, including core courses and six hours
of research including Introduction to Systems of Inquiry.
PROCESS:
1. Students who have met the above requirements may request a Problem
Statement from the Graduate Coordinator, using the Request to complete
Comprehensive Examination Form.
2. Student will have 30 days to turn in his/her solution paper.
3. Student will submit 3 copies of the paper to the Graduate Coordinator. The
students name or EID number should not be anywhere on the paper. The
paper should be no longer than 30 pages of double spaced text, font no
smaller than 10 and margins no smaller than 1 inch. The three copies of the
paper should be stapled separately. If you have questions regarding these
guidelines, please contact Hortensia Palomares.
4. The Graduate Coordinator will file a copy and distribute the other two
copies to two faculty readers.
Note: Each program area will generate Problem Statements to create a Bank of
Problems.
Timeline:
Students may pick up Comp Exam questions August 1st through November 1st and
January 2nd through May 1st. Comp Exams picked up after November 1st will be
distributed to readers when the spring semester resumes. Comp Exams picked up
after May 1st will be distributed to readers when the fall semester resumes.
SCORING SYSTEM:
Readers should focus on the students ability to apply the relevant core concepts.
Particular attention should be given to the students ability to identify the
DOCTORAL HANDBOOK
27
organizational, political, economic, ethical, and social implications that apply to

leadership practice, and to propose creative solutions using knowledge gained from
the core courses and related readings. The process will be as follows:
Two readers grade students responses.
Two Pass scores are required to successfully complete the exam.
When readers scores are split, a third reader will be asked to read and grade
the response.
When two scores are No Pass, the student would repeat the process.
Scoring Criteria:
Organization: Proposed solution could include, but not be limited to, the
following:
a) Background information (presentation of problem in the organizational
context)
b) Identification of critical ramifications and how these affect the
organizations function
c) Proposal to solve the problem addressing all relevant ramifications and
using conceptual understandings gained across the core areas.
d) Timelines, personnel involved, financial resources
e) Anticipated outcomes and evaluation considerations
f) References
Content: Student must demonstrate evidence of
a) Understanding of the scope and magnitude of the problem.
b) Identification of the organizational, political, economic, ethical, and social
ramifications of the problem.
c) Comprehensive ability to address all components of a problem.
d) Use of appropriate conceptual/theoretical frameworks.
e) Use of recent and relevant literature.
Use of Critical Thinking Skills: Student must demonstrate evidence of
a) Ability to evaluate, analyze, and synthesize specific situations.
b) Ability to recognize and address the needs of all involved.
c) Ability to present a creative solution to a specific problem or issue.
d) Ability to address possible and future consequences.
Quality of Presentation and Writing: Student must demonstrate evidence of
a) Clear presentation and defense of arguments related to the problem.
b) Good syntax and grammar.
c) Precision and clarity of answer.
d) Logic and organization of answer.
e) Minimal use of jargon and clichs.
SPECIALIZATION QUALIFYING EXAM

(Amended January 2010)

The Specialization Qualifying Exam (SQE) is an academic milestone for doctoral
students. Students show mastery and synthesis of higher education research
literature to pass the exam. In addition, the SQE demonstrates mastery of writing
and APA style in preparation for the dissertation. Because the SQE is based on
cumulative knowledge, it is taken at the end of the coursework.
To help prepare students for the SQE, they must take EDA 391F, the capstone
course that also includes an oral examination on a higher education topic.
However, a passing grade on the course does not ensure approval of the SQE.
When the professor signs off on the SQE paper, a no-consultation period begins
where the work on the SQE is solely that of the student, who may not consult with
anyone on the content, writing, or style. To consult during this period is a violation
of UTs academic integrity code.
In extenuating circumstances, if the student cannot take the course, a request for a
waiver must be submitted in writing to the director of the higher education
doctoral program; the student will be waived from EDA 391F but must still write
the paper and take the oral examination as a directed study.
Students may only take EDA 391F once. If they do not complete the course within
the time period specified by the university, the Incomplete grade will become a
permanent F. Further, the faculty will review the progress of individual students
who fail to complete the work for EDA 391F to determine students who will be
dismissed from the program.
A specialization paper must be submitted six weeks before the departmental
deadline for the submission of advancement papers for that semester. There will
be no exceptions to this deadline. Further, reading and scoring the exam
may, on occasion, require longer than six weeks. Four copies of the exam must
be submitted, and the students name cannot be listed, nor can the student refer to
herself or himself by name in the paper, i.e., the authorship of the paper must be
completely anonymous.
The specialization exam should be a paper that is of a quality that could be
submitted to a competitive higher education journal (acceptance rate of 33% or
less, such as the Journal of Higher Education, Journal of College Student
Development, Research in Higher Education or Review of Higher Education). The
specialization paper is an integrated and critical literature review for the
students dissertation that must stand on its own. That is, the paper will have a
distinct structure, with an introduction, body and summary/conclusion. It will also
DOCTORAL HANDBOOK
29
include a proposed conceptual framework based on the literature review. The

paper should be 25-30 pages in length, including the reference list.
The current edition of the APA style manual must be used in all relevant aspects of
the paper, including margins, font size, references and citation formats. The paper
should be double-spaced. Papers not written in APA style will be returned to the
student for correction. Further, style mistakes will result in a deduction on the
students score on the SQE.
The following elements of the paper are graded:
Content: (50%)
a) appropriate coverage;
b) use of an appropriate research literature;
c) thorough, appropriate, and skillful use of relevant literature;
d) salience to the field of the focus of the paper, and
e) presentation of a conceptual framework.
Quality of thought: (25%)
a) clear presentation of a good argument;
b) evidence of analytical skills;
c) when appropriate, considers more than one perspective; and,
d) evidence of thoughtfulness and insight.
Quality of writing: (25%)
a) good syntax and grammar;
b) precision and clarity;
c) good logic, flows well, and well and clearly organized;
d) minimal use of clichs and jargon; and
e) use of APA style (mistakes may result in a deduction of up to 15%)
The following grading scale is used for the SQE:
High pass student exceeds expectations for doctoral student work (this
score may be noted on the students vita).
Pass student meets expectations for doctoral student work.
Low pass student minimally meets expectations for doctoral student
work and may be required to re-write portions of the exam and take
additional preparation in writing.
Fail student does not meet the expectations for doctoral work and must
re-write the entire exam; student may be required to receive additional
preparation in writing. A student who fails may only repeat the SQE
once; a second failure results in a dismissal from the Higher Education
doctoral program.
When the specialization paper is submitted, it will be randomly distributed to
faculty members for grading. Two faculty members will grade each paper. If one
faculty member indicates that the paper is a fail, the paper will be given to a third
faculty grader. If two of the three determine that the paper is a fail, the paper will
be considered to have failed. Alternately, if both of the original two graders

determine the paper to be a fail, the paper will be considered to have failed.
Comments on why the paper was assigned a failing grade will be provided to the
student.
If the student fails the specialization exam, then he or she must consult
the program head and academic advisor who will map out a course of
remediation and re-writing.
If the students specialization paper fails a second time, he or she will be
dismissed from the Higher Education doctoral program.
Advancement to Candidacy
Advancement to Candidacy for the Doctorate in Educational Administration
requires approval by the Educational Administration Graduate Studies Committee
and the Graduate School that the following requirements have been satisfied:
Completion of an approved course of study (the "program of work").
Nomination of a Dissertation Committee (a description of the structure of
dissertation committees is available from the Graduate Coordinator) .
Approval by the Dissertation Committee of a dissertation proposal
containing a Statement of the Problem, Literature Review, Research Design,
etc. (This is often referred to as the "first three chapters").
A score of Pass or High Pass on the Departmental Comprehensive
Examination.
A score of Pass or High Pass on Specialization Qualifying Examination.
APPLY FOR ADVANCEMENT TO CANDIDACY

The first part of the application procedure is completing the departmental
candidacy paper application. This consists of listing all graded courses, certifying
the TA service for two semesters, selecting the dissertation committee, and
obtaining signatures of all faculty who will serve on the dissertation committee.
Application Kits can be obtained from the Graduate Coordinator in SZB 374.
After completion of the departmental application and approval by the Graduate
Office, then the online UT doctoral candidacy application is undertaken. The name
and rank of each person serving on the doctoral committee and an abstract of the
doctoral research are submitted. The doctoral abstract can be broad and is
changeable as the student progresses in the program. Once the on-line portion is
submitted, it must be approved through UT Direct by the student's supervising
professor, the Graduate Advisor, and the Graduate Dean.
DOCTORAL HANDBOOK
31
PLEASE NOTE: The Graduate Advisor will not approve the on-line portion of the
application unless the student completes all the paper forms in the application
packet required by the Department. If you have questions about this process, please
contact the Graduate Office. (From website.)
Complete Advancement to Doctoral Candidacy Application using the EDA

Department packet (available from the Graduate Coordinator).
Submit the above EDA packet to the Graduate Coordinator at least two
weeks before the Graduate Studies Committee (GSC) meeting (you will need
to ask your dissertation chair, the Graduate Advisor or Graduate
Coordinator when the GSC meets in order to meet the deadline).
Read all the information listed under Human Subjects (User Guide, Special
Topics, Training, IRB Access, IRB members, IRB Policies & Procedures at UT,
Forms and Templates, FAQs, and Contacts. Read the information entitled
About IRB (including information on Researchers, What is Human
Subjects Research? and Dates & Deadlines).
Fill out the appropriate paperwork on Human Subjects Review and complete the
IRB Approval process at http://www.utexas.edu/research/rsc/index.html
More information about the Human Subjects IRB Approval is available at:
http://www.utexas.edu/research/rsc/index.html
Complete the online application to advance to doctoral candidacy at

http://www.utexas.edu/ogs/pdn/candidacy.html
Take the UT Copyright Tutorial
at: http://www.utexas.edu/ogs/student_services/academic_policies/int_pro
p_tutorial.html and print out the certification, which proves that you have
completed the tutorial. You will include a copy of this certification when
you submit your dissertation/treatise.
COMPLETE DISSERTATION/TREATISE RESEARCH ACTIVITIES
Only AFTER you receive IRB Approval, you may register for your first
dissertation course (either 399R, 699R or 999R).
An advising bar on your registration record will be in place until you meet
the IRB Approval Pre-requirement.
Two dissertation/treatise courses are required to be taken in consecutive
semesters. The first one is the dissertation research course (399R, 699R or
999R) followed by the dissertation-writing course (399W, 699W or
999W). The treatise research course numbers are 399K, 699K or 999K and
the writing course numbers are 399L, 699L or 999L.
Work with your chair to determine your progress.
Complete data collection and analysis (be sure to back up your work).
Write the final dissertation/treatise draft.
Submit your draft to your chair for approval.
COMPLETE FINAL ORAL EXAM
Submit the Degree Candidate Form (application to graduate) the first week
of the semester in which you plan to graduate). This form is available at
http://www.utexas.edu/ogs/pdn/. Check the Graduation Deadlines for
Doctoral Candidates for graduation information at
http://www.utexas.edu/ogs/pdn/
Get your committee chairs approval of your final draft.
Schedule your Final Oral Examination two weeks before the desired date
using the Request for Final Oral (pink form), signed by each committee
member and the graduate advisor (attach all the required documents), once
the chair and committee members agree to meet. Their signature signifies
that they approve of your request for the final oral exam and serves as a
receipt that they received your dissertation/treatise draft. The form is
available at: http://www.utexas.edu/ogs/pdn/ (read the instructions for
submitting this form at
http://www.utexas.edu/ogs/pdn/inst_final_oral.html).
Fill out the remaining forms to be submitted to the Graduate School (the
Checklist for final Submission of Dissertation/Treatise is available
at: http://www.utexas.edu/ogs/pdn/
Work with your chair to determine the elements and presentation method
needed for your final oral exam.
Present your research results to your dissertation committee. Be sure to
have the necessary forms for them to sign at your final oral exam.
Submit all paperwork to the Office of Graduate Studies (Graduate School, Main
Building 101 in the Tower).
Make the appropriate corrections to your dissertation/treatise as suggested
by your committee.
Submit all materials to the Office of Graduate Studies following the
deadlines of the semester in which you wish to graduate. Deadlines may be
found at: http://www.utexas.edu/ogs/pdn/.
Submit IRB Protocol Closure Report (Electronic Closure) to Office of Research of
Support and Compliance. Form may be found at:
http://www.utexas.edu/research/rsc/humanresearch/forms/index.php
ATTEND GRADUATION AND CELEBRATE!!

Graduation Information is available at:
http://www.utexas.edu/ogs/awards/index.html
DOCTORAL HANDBOOK
33
HELPFUL RESOURCES
Helpful resources for completing the dissertation/treatise can be found on our
Writing a Dissertation page. See Appendix B for a Progress Checklist.
Dissertation/Treatise Committee
FINDING A CHAIR OR CO-CHAIR
While the faculty advisor will often serve as the students dissertation or treatise
committee chair, this is not an expectation. Students are free to select another
faculty member to serve as chair for their dissertation or treatise committee,
although often the advisor will also serve as chair. Only faculty members who have
GSC (Graduate Studies Committee) status with the Graduate School may serve as
committee chairs or co-chairs. You can find a list of faculty with GSC status here:
http://registrar.utexas.edu/catalogs/grad09-11/ch05/grad09.ch05a-f.html.
COMMITTEE COMPOSITION
Doctorate of Philosophy (Ph.D.):
Three from EDA (anywhere in the EDA family) with GSC status
o Your chair* must be EDA with GSC status, but does not have to be a
higher education administration faculty member
One from outside the EDA department (in or outside the College of
Education)
One person with a Ph.D.; this person can be from UT or not, and s/he must
be approved by GSC
* You may have co-chairs; one of the co-chairs must have GSC status.
Doctorate of Education (Ed.D.):
Two from the EDA department with GSC status

o Your chair* must be EDA with GSC status, but does not have to be a
higher education administration faculty member
One outside the EDA department with GSC status
Two with Ph.D.s or Ed.D.s from outside UT-Austin
GSC FACULTY
Dr. Juan Gonzalez (can co-chair only)
Dr. Marilyn Kameen
Dr. Soncia Reagins-Lilly (can co-chair only)
Dr. Richard Reddick
Dr. Victor Saenz

Dr. Ed Sharpe (can co-chair only)
Dr. Pat Somers
Dr. Greg Vincent
Section 3. FINANCIAL ASSISTANCE

On-Campus Employment Options
QUANTITY OF WORK FULL TIME STUDENTS
Full-time graduate students with assignments in any title at UT Austin, academic as
well as non-academic positions, may not exceed twenty hours per week during the
first two long sessions of graduate study at the university, and thirty hours per
week during the subsequent semesters, including summer. International students
have additional requirements. Students with graduate work assignments at UTAustin are required to be registered full-time (at least 9 hours in the long semesters
or 3 hours in the summer).
GRADUATE RESEARCH ASSISTANTSHIP (GRA)

GRA positions offer two important pieces to your experience as a doctoral student:
experience and income. GRA positions usually but not always include health
benefits, a monthly stipend, and tuition remission of some kind. Depending upon
the actual appointment, you can also receive valuable experience working with
university administrators, students, and/or the community. Past and current
examples include positions with the Division of Diversity and Community
Engagement and The Graduate School.
TEACHING ASSISTANTSHIP (TA)

Teaching assistantships, as all campus positions, are limited in number. They
usually provide compensation for time and sometimes include benefits and/or
tuition remission. Some GRA positions include undergraduate TAing as part of the
GRAship. Students who are already employed elsewhere are also welcome to TA
for free for graduate courses, contact professors directly concerning these
opportunities. It is important to note that if you are appointed for 20 or more
hours, you cannot take on a second appointment.
GRADUATE ASSISTANTSHIPS (GA)

An important source of financial support for many students in the program is
employment as a graduate assistant in various student services offices on campus.
In addition to providing income, these jobs have the dividend of providing
experience in student personnel administration, an important asset when applying
for employment after you receive your degree.
Examples of current and past assistantships include Greek Life and Intercultural
Education, Recreational Sports, New Student Services, International Student Office,
Student Activities and Leadership Development and the McCombs School of
Business Office of Student Life.
DOCTORAL HANDBOOK
35
Job descriptions, processes for hiring and position availability are posted here:
Division of Student Affairs: http://www.utexas.edu/student/vpsa/ga/index.html
UT Employment Homepage: http://www.utexas.edu/employment/
College of Education Resources:
http://www.edb.utexas.edu/education/departments/edadmin/programs/hed/resou
rces/employment/
Travel Support for Conferences

Travel support is available on a limited basis for conferences. The Department of
Educational Administration provides up to $400 per conference for those
presenting at the conference with demonstrated need. Specific conferences,
especially the larger national conferences, also often provide graduate scholarships;
be on the lookout for those and apply as well. For departmental funds, they do
have priorities and try to give money to as many students as possible, meaning that
students asking for money for a second conference will get occasionally passed by
in favor students asking for funding for their first conference of the year. See
Appendix C for the Travel Funds Request Form.
Office of Student Financial Services

Most students working toward the doctoral degree in Higher Education
Administration need some degree of financial support. While the Department of
Educational Administration has a limited number of competitive small scholarships
available, loans and a very limited number of grants are available through the
Office of Student Financial Services. Please visit their website for an overview of
the financial aid process (www.utexas.edu/student/finaid).
Be sure to fill out the Free Application for Federal Student Aid (FAFSA), even if you
dont plan to take out loans. You may be eligible for grants, but you will not be able
to find out or receive these grants unless you fill out the FAFSA form and submit it
to the Office of Student Financial Services by the deadline.
Tuition
Flat rate tuition for each college covers the graduate students academic program
costs, including tuition (indexed to the number of semester credit hours taken),
mandatory fees and charges, and college and course incidental fees.
The graduate flat rate tuition does not include the general property deposit, the
international student health insurance program fee, the international student
orientation fee, the independent study and research fee or fees for extended trips
that require students to live off campus. Fall 2010 Graduate Tuition Rates can be
found here: http://wwwtest.utexas.edu/tuition/attach/2010_Fall_Grad_Tuition.pdf
Section 4. INSTITUTIONAL POLICIES

No information stated here supersedes policies published on the UT website.
ACADEMIC DISHONESTY
At a minimum, you should complete any assignments, exams, and other scholastic
endeavors with the utmost honesty, which requires you to:
acknowledge the contributions of other sources to your scholastic efforts;
complete your assignments independently unless expressly authorized to
seek or obtain assistance in preparing them;
follow instructions for assignments and exams, observe the standards of
your academic discipline; and
avoid engaging in any form of academic dishonesty on behalf of yourself or
another student.
To learn more, visit the Student Judicial Services website:
http://deanofstudents.utexas.edu/sjs/acint_student.php
ACADEMIC HONOR CODE

The core values of The University of Texas at Austin are learning, discovery,
freedom, leadership, individual opportunity, and responsibility. Each member of
the university is expected to uphold these values through integrity, honesty, trust,
fairness, and respect toward peers and community.
ADA COMPLIANCE
The University of Texas at Austin provides upon request appropriate academic
accommodations for qualified students with disabilities. For more information,
contact Services for Students with Disabilities at 471-6259 (voice) or 232-2937(video
phone). http://www.utexas.edu/diversity/ddce/ssd/
OFFICIAL MEANS OF COMMUNICATION

Official communication with students at The University of Texas at Austin will be
conducted through e-mail. Students are expected to check their e-mail on a
frequent and regular basis in order to stay current with university news.
OBSERVANCE OF RELIGIOUS HOLY DAYS

Religious holy days sometimes conflict with class and examination schedules.
Sections 51.911 and 51.925 of the Texas Education Code address absences by students
and instructors for observance of religious holy days. A student shall be excused
from attending classes or other required activities, including examinations for the
observance of a religious holy day, including travel for that purpose. A student
DOCTORAL HANDBOOK
37
whose absence is excused under this subsection may not be penalized for that
absence and shall be allowed to take an examination or complete an assignment
from which the student is excused within a reasonable amount of time.
SCHOLASTIC PROBATION AND DISMISSAL

To continue in the Graduate School beyond the first semester or summer session,
the student must:
make satisfactory progress in fulfilling any admission conditions that were
imposed;
meet any requirements made in writing by the Graduate Studies Committee;
maintain a grade point average of at least 3.00 (see Grades, Letter Grades for an
explanation of the calculation of graduate student grade point averages); and
have approval of the Graduate Studies Committee in the Department of
Educational Administration
The Graduate Studies Committee is responsible for evaluating the students in their
programs to ensure that they are making satisfactory progress toward a degree. If
the Graduate Studies Committee finds that a student is not making satisfactory
progress, it may recommend to the graduate dean that the student's program be
terminated.
A student whose graduate grade point average falls below 3.0 at the end of any
semester or summer session will be warned by the Graduate School that his or her
continuance in the Graduate School is in jeopardy. During the next semester or
summer session in which the student is registered, he or she must attain a grade
point average of at least 3.0 or be subject to dismissal. During this period the
student may not drop any course or withdraw from the university without the
approval of the graduate adviser and the graduate dean. Students who have been
dismissed from the Graduate School may be readmitted for further graduate study
only by petition of the Department of Educational Administration Graduate Studies
Committee or by the Graduate Studies Committee of another program that will
accept the student. The graduate dean must approve the petition. Warning status
and academic dismissal are reflected on the student's record.
SEXUAL DISCRIMINATION AND SEXUAL HARASSMENT

Students who believe they experienced sexual harassment in the academic
environment should consult the following website:
http://www.utexas.edu/policies/hoppm/04.B.02html
Interested students are also encouraged to call the Office of the Dean of Students at
471-5017 and ask to speak to the Associate Dean of Students.
For a listing of other University policies regarding discrimination, visit the
Appendix section of the General Information Catalog:
http://registrar.utexas.edu/catalogs/gi09-10/
Section 5. ACADEMIC RESOURCES

REGISTRATION
http://registrar.utexas.edu
The Office of the Registrar (registrar.utexas.edu) coordinates the course
registration process for all students at The University. Each semester, current
students register for classes for the next semester. New incoming students register
for classes in the few days before classes start.
BEFORE REGISTERING
Review the Course Schedule. The course schedule is published online before
advising and registration begin for each semester. The course schedule lists each
class, its time, location, instructor (if available), and its unique number. The
unique number is the five-digit code that students will enter in the registration
system to be added to one particular course. Students will also see the headnote
information about the class including prerequisites, restrictions, and additional
descriptions: http://registrar.utexas.edu/schedules/
Get advised. Meet with your faculty advisor to discuss planned courses. Once the
faculty advisor approves the students schedule, the faculty advisor will submit
notice to the graduate coordinator for removal of the advising bar.
Check the Registration Information Sheet this website displays registration access
times for the student. https://utdirect.utexas.edu/registrar/ris.WBX
REGISTRATION
Online Registration. Each semester, students register for classes for the next
semester. Registration is only available online through the Registrars website
during the students individual access period. Outside software is not allowed at
The University to add classes. To add a class, enter the unique number next to
Add, and click the update button. This will add the course to the students
schedule at the bottom of the page. Registration is complete when the student
pays the tuition bill. https://utdirect.utexas.edu/registration/chooseSemester.WBX
Optional Fees. During registration, students are able to select optional items for
purchase such as parking permits, Cactus yearbook, Longhorn All-Sports Pass,
Speaker Series Pass, Analecta (literary/arts journal), Department of Theatre and
Dance tickets, Performing Arts Center tickets.
Further Questions. Students may visit the Frequently Asked Questions page of
the Registrars website for more answers:
http://registrar.utexas.edu/students/registration/during/faq/
DOCTORAL HANDBOOK
39
Cognate (Out-of-Department) Courses. Students must check the department

headnote in the course schedule to determine if the class is limited to students only
within the program. If a student chooses to take a restricted out-of-department
class, they will need to seek approval from the faculty member teaching the course
as well as the graduate coordinator of that department for permission to register.
FINISHING REGISTRATION
Paying your Tuition Bill. Students complete registration once they have paid
their tuition and fee bill. Students have the option to pay in full or in installments
during the fall or spring semester, and only pay in full in summer. Students who do
not pay tuition on time will be dropped from their classes and will need to register
late for classes. To pay the tuition bill and view tuition deadlines, visit the Student
Accounts Receivable website: http://www.utexas.edu/business/accounting/sar/
Changing your Schedule. Students may add or drop classes if they have registered
and paid for courses in a previous registration period. Add/Drop period lasts
during the days before classes begin as well as the first few days of the semester. To
view the add/drop period, visit your Registration Information Sheet online (RIS):
http://registrar.utexas.edu/students/registration/before/ris/
TEXTBOOKS
Assigned textbooks will be announced through the professors syllabus as well as on
Blackboard. Students have many options for textbooks, and are not required to
purchase from one particular supplier. Here are a few of the common retailers:
University Co-op - College bookstore on Guadalupe
www.universitycoop.com
www.amazon.com
www.half.com
www.barnesandnoble.com
www.ABEbooks.com
www.fetchbookinfo.com
www.chegg.com (book rentals)
BLACKBOARD
http://courses.utexas.edu
Blackboard is the common website for instructors to communicate with their
students. Courses for the semester are automatically added to the students
Blackboard page. Most instructors upload the course syllabus and assignments to
this website. Mobile services will be available for Blackboard in the near future.
GRADUATE WRITING CENTER

http://www.lifelearning.utexas.edu/l_graduateschool.html
The Graduate Student Writing Service welcomes any UT Austin graduate student
to take advantage of individualized writing consultations across all disciplines.
Students may bring in any writing project, ranging from a fellowship application or
C.V. to an article for publication, a master's thesis, or even a dissertation. Graduate
Student Writing Services are offered by appointment only. Interested students
must visit the main office in JES A332A, Monday through Friday from 9 a.m. until 5
p.m., to register. At that time, students will receive more information about this
service, as well as information about how to book appointments with a writing
consultant online at your convenience. Upon registration, each student will be
awarded 5 free credits - equal to five sessions with a consultant (sessions are
approximately 45-50 minutes). Subsequent appointments may be booked for the
nominal fee of $13.50 per session (payable through BevoBucks only).
LIBRARIES
http://www.lib.utexas.edu
The University of Texas Library Department is one of the top-ten ranked systems in
the nation. With various locations and services available to students, the UT
Library will greatly assist in the educational journey. The main library is the PerryCasteeda Library (PCL) at the corner of Speedway and 21st Street next to the
Sanchez Building. Services available through the UT Library include:
Online Research Tools: http://www.lib.utexas.edu/resources/
Borrowing items: http://www.lib.utexas.edu/services/borrower/
Ask A Librarian: http://www.lib.utexas.edu/services/reference/
Subject Librarians: http://www.lib.utexas.edu/subject/index.php
Group Study Rooms: http://www.lib.utexas.edu/pcl/roompolicy.html
Library Instruction:
http://www.lib.utexas.edu/services/instruction/faculty/requesting.html
EndNote FAQ:
http://www.lib.utexas.edu/services/instruction/resources/end_faq.html
NoodleBib: http://www.lib.utexas.edu/noodlebib/
DOCTORAL HANDBOOK
41
Section 6. CAMPUS RESOURCES

BEHAVIOR CONCERNS ADVICE LINE (BCAL)
http://www.utexas.edu/safety/bcal/
BCAL is a partnership among the Office of the Dean of Students, the Counseling
and Mental Health Center (CMHC), the Employee Assistance Program (EAP) and
the University of Texas Police Department (UTPD). Its purpose is to provide
University of Texas at Austin students, graduate or teaching assistants, faculty and
staff an opportunity to discuss their concerns about another individuals behavior.
Trained staff will explore available options and strategies, and provide appropriate
guidance and resource referrals to address the particular situation. Concerns may
be reported by telephoning the Behavior Concerns Advice Line at 512-232-5050 or
by using the online form at: https://www.utexas.edu/student/dos/bcal/
BEVO BUCKS
http://www.utexas.edu/student/bevobucks/index.php?site=5
Bevo Bucks is the easy-to-use, cashless form of payment accessible through the
student's ID Card. Bevo Bucks is a prepaid account that students use to purchase
food, goods and services at any participating merchant on or off campus. Students
can add money to their Bevo Bucks account through UT Direct. Many locations
around campus accept Bevo Bucks as payment including:
Housing and Food Services locations on campus (some vending machines)

University Duplicating Services
UT Learning Center
UT Health Services
Off-Campus Restaurants (look for Bevo Bucks Logo)
CAMPUS SAFETY
http://www.utexas.edu/safety/about/
The Office of Campus Safety serves the campus by maintaining public order,
planning for emergency and disaster response, responding to incidents, supervising
traffic and parking, eliminating environmental hazards, and preventing fires as well
as other accidents. Departments within this office include:
Emergency Preparedness
Emergency Information (512-232-9999 and www.utexas.edu/emergency)
Environmental Health & Safety
Fire Prevention Services
Parking and Transportation Services
The University of Texas Police Department (512-471-4441)
COURSE INSTRUCTOR SURVEYS

https://utdirect.utexas.edu/ctl/ecis/results/search.WBX
At the end of each semester, students provide feedback to their instructions
through the confidential Course Instructor Survey process. The results are posted
on the CIS website for student review.
DEAN OF STUDENTS
http://deanofstudents.utexas.edu/doscentral/
The Office of the Dean of Students (DOS) offers access to the most comprehensive
array of resources and expertise available at The University of Texas at Austin. The
DOS staff provides information and referrals to prospective and current students,
Longhorn parents, faculty, staff, and alumni. Whether the students interest is in
leadership development and registered student organizations, new and transfer
undergraduate student orientation programs, or the legal, judicial, and emergency
services they provide, please contact the Dean of Students located in the Student
Services Building (SSB).
DIVISION OF DIVERSITY AND COMMUNITY ENGAGEMENT

http://www.utexas.edu/diversity/index.php
The DDCE is a successful model for integrating diversity into the core mission of a
university and integrating community engagement into teaching, research and
service. As well, DDCE strives to connect the universitys intellectual resources to
communities across Texas and offer education to those who may face the greatest
challenges in accessing it. Departments include: Community Engagement, PreCollege Youth Development and Student Academic Success Initiatives, School
Partnerships, and Institutional Equity.
DIVISION OF STUDENT AFFAIRS

http://www.utexas.edu/student/vpsa/index.html
The Division of Student Affairs at The University of Texas at Austin seeks to
become the premier organization of its kind. The department is an expanded
network of top programs and services to meet students out-of-classroom needs
while complementing their academic goals. Student Affairs also seeks to build and
support an inclusive campus community that promotes diversity of people, ideas,
and opportunities. In accomplishing these goals, we contribute to the success and
development of our students as global citizens and strong leaders. Departments
include: Career Exploration Center, Counseling & Mental Health Center, Division
of Housing & Food, Division of Recreational Sports, Office of the Dean of Students,
Office of the Registrar, Student Financial Services, Student Information Systems,
Texas Student Media, The University Unions, University Health Services, and the
UT Learning Center.
DOCTORAL HANDBOOK
43
GRADUATE SCHOOL
http://www.utexas.edu/ogs/current/
The Graduate School at The University of Texas at Austin is an active community of
diverse scholars in over 100 academic programs dedicated to excellence in original
research, teaching, creative expression, and intellectual leadership. Using extensive
resources and talents, The Graduate School cultivates individuals who work
together to bring knowledge, innovation, and best practices to meet the great and
small challenges of our time.
GRADUATE STUDENT HOUSING

http://www.utexas.edu/student/housing/index.php?site=0&scode=2&id=639
The Division of Housing and Food offers a limited number of graduate apartments
in West Austin. Students seeking this type of housing must apply through the
Housing website. Apartments are on the UT shuttle route, and are available at
competitive pricing.
HEALTH INSURANCE
http://healthyhorns.utexas.edu/insurance.html
An accident or illness requiring medical specialty or hospital care will likely be
extremely expensive. The University urges all students to have health insurance
coverage. For those who do not, the Student Health Insurance Plan is an optional
plan approved by The University of Texas System. For more information, click
Student Health Insurance or call the UHS Student Health Insurance representative
at (512) 471-1040.
OFFICE OF THE REGISTRAR

http://registrar.utexas.edu
The Office of the Registrar creates, maintains, certifies and protects University
records of courses, degrees and students. Core functions of the office include:
Catalogs, Course Scheduling, Degree Audits, Enrollment Certification, Final Exams,
Course Registration, and Transcripts. See Registration in Section 5 Academic
Resources for specific details on the registration process.
SERVICES FOR STUDENTS WITH DISABILITIES

http://www.utexas.edu/diversity/ddce/ssd/
Based in the philosophy that all students should be assured equal access and
opportunity, Services for Students with Disabilities (SSD) works to eliminate
physical, instructional and attitudinal barriers by providing reasonable
accommodations and fostering awareness within the University community.
Services offered include: alternative text, adaptive testing, assistive technology
information, sign language interpreters and more. Students must first register with
SSD by making an appointment with a Disability Services Coordinator (512-4716259).
STUDENT ID CARD
http://www.utexas.edu/its/idcenter/index.php
To receive your official UT student identification card, visit the ID Center in the
Flawn Academic Center (FAC) lobby. You must show an official governmentissued photo ID such as a drivers license, passport, or U.S. citizen card. The ID
Center is open Monday-Friday 8:30AM-5PM. The UT student ID card costs $10, and
payment is due within one month of obtaining the card. Students pay for the card
at the cashiers office in MAI 8 or online at the What I Owe page. All University
students are required to have an official UT student identification card.
STUDENT JUDICIAL SERVICES

http://deanofstudents.utexas.edu/sjs/index.php
Student Judicial Services, in the Office of the Dean of Students, promotes academic
integrity and standards of conduct for the University community. This department
works with issues regarding academic dishonesty and student discipline.
TRANSPORTATION
http://www.utexas.edu/parking/
PARKING
Parking: http://www.utexas.edu/parking/parking/student/
To Purchase Parking Pass: https://utdirect.utexas.edu/webapps/ptnet/
Parking Map: http://www.utexas.edu/parking/maps/
Parking is limited at UT-Austin, and there are various types of parking permits
available:
A Permit available to graduate assistants and staff, open parking lots
C Permit available to students and staff, open parking lots
S Permit available to commuting students; assigned one garage on campus
UT Share Pass reloadable garage debit pass
Open-lot parking (A or C permits) are not guaranteed spots, as they fill typically
before 9:00AM. Keep aware of parking signs, as you will be fined if you do not
display the appropriate permit for that area. Many students take the shuttle to and
from campus.
SHUTTLES
The UT Shuttle System is the largest university shuttle system in the country, with
14 routes and over 7.5 million passengers annually. The shuttle system provides an
easy and cost effective way for students, faculty, staff, and visitors to access the UT
DOCTORAL HANDBOOK
45
campus. UT students, faculty, and staff may ride the shuttles at no charge with a
valid UT photo ID.
Shuttles around campus: Forty Acres, West Campus, East Campus
Shuttle Routes: http://www.capmetro.org/riding/schedules_ut.asp
UT Shuttle Maps: http://www.capmetro.org/gismaps/utshuttles.html
BICYCLES
Bicycles are a popular transportation option around campus and Austin as a whole.
Bicycling is a significant component of The University's plan to reduce local traffic
congestion and air pollution. Each year UT continues to work on improving
bicycling on campus.
Biking Resources: http://www.utexas.edu/parking/transportation/biking/
Required Bike Registration to park on campus:
http://www.utexas.edu/parking/transportation/biking/registration.html
UNIVERSITY HEALTH SERVICES

http://www.healthyhorns.utexas.edu/
The mission of University Health Services is to support academic pursuits by
providing medical services, fostering physical and psychological wellness, and
promoting healthy lifestyles among UT students. The on-campus facility includes:
general medicine, urgent care, pharmacy, womens health, UT Counseling and
Mental Health Center, immunizations, allergy, travel health, sports medicine,
laboratory work, radiology, health promotion resource center and center for
students in recovery. For immediate assistance, call the 24 hour Nurse Advice Line
512-475-6877
UT EID
https://idmanager.its.utexas.edu/eid_self_help/
The UT EID is an electronic identifier the students user name with The
University of Texas. If you are associated with the university or if you need to
complete online transactions with the university, you need a UT EID. You will use
your UT EID to register for classes, check grades, access online course information
and pay for bills. Students must upgrade their UT EID before classes begin to give
your UT EID legal signature authority.
Section 7. TECHNOLOGY
COLLEGE OF EDUCATION LEARNING TECHNOLOGY CENTER
http://www.edb.utexas.edu/education/centers/ltc/
The Learning Technology Center offers a wide range of computer,
telecommunications, and multimedia services to College of Education faculty, staff,
and students currently enrolled in an Education course.
Services Desk: Sanchez Room 536 - 471-3234
The LTC Services Desk provides assistance with Computer Labs, Laptop Help, and
multimedia resources, and much more. Go here to check out equipment or make
facility reservations.
Laptop Help: Provides technical support specific to the needs of students using
required Apple laptops in their teacher preparation programs. Help with software
applications is also provided.
Macintosh and PC computer labs: Available in the Snchez Building & Belmont
Hall.
Media Resources: The LTC provides resources for the production of multimedia.
Equipment Checkout: The LTC loans multimedia equipment to faculty, staff, and
students.
Instructor Reserves: Faculty may put items on reserve for student checkout.
Technical & Network Services
The Technical and Network Services team maintains the College network
infrastructure and servers, the TeachNet email/conferencing system, and an
automated computer backup system. They provide computer and technical-related
assistance and trouble-shooting to College faculty and staff, and for the LTC
computer labs.
Distance Learning Classroom
A flexible classroom staffed by a skilled technician provides interactive audio and
video links to virtually anywhere in the world similarly equipped, and is available
for courses, conferences, and meetings.
IDEA Studio for Faculty Support
The IDEA Studio helps faculty integrate technology into their teaching and
research, and provides customized workshops, training, and consultation.
DOCTORAL HANDBOOK
47
COLLEGE OF EDUCATION APPLE LAPTOP BUNDLE

http://www.edb.utexas.edu/education/assets/files/coe/LIFE/COE-A.pdf
All Students, Faculty and Staff in the College of Education are eligible to purchase
an Apple laptop at a significant discount. The bundle includes a laptop, AppleCare
protection, Display Adapter, Microsoft Office 2008, and iPod Touch and a Printer.
The CUSPA Program does not require students to purchase a laptop.
INFORMATION TECHNOLOGY SERVICES

http://www.utexas.edu/its/
Information Technology Services (ITS) coordinates web applications (UT Direct),
security, networking, telecommunications, University Data Center, ITS Help Desk
and more.
BEVOWARE
http://www.utexas.edu/its/bevoware/
The BevoWare software downloads provide anti-virus protection and improve
system security connections. BevoWare is available at no cost to UT students,
faculty and staff.
CAMPUS COMPUTER STORE

http://www.campuscomputer.com/
The Campus Computer Store is the shop for educationally priced computers,
software, peripherals and other IT supplies. Located online and in the Flawn
Academic Center (FAC) lobby, the Campus Computer Store offers discounts for
enrolled UT students.
COMPUTER LABS ON CAMPUS

http://www.utexas.edu/its/campus-labs/
Information Technology Services (ITS) provides this list of campus computer labs
as a service to the community. Popular computer labs are located in the PerryCastaneda Library (PCL) and Flawn Academic Center (FAC).
INFORMATIONAL TECHNOLOGY SERVICES HELP DESK

http://www.utexas.edu/its/helpdesk/
Whether the problem is e-mail, your EID, telephone, or another technical question,
the ITS Help Desk is here with support and troubleshooting, and expert consulting
for advanced questions. ITS Help Desk (512-475-9400) is located in the FAC lobby.
PRINTING ON CAMPUS
http://www.utexas.edu/its/printing/
The ITS Printing Service is a convenient way to print documents when you need
them. Simply log in with your UT EID and print to one of the university printers
available in labs and facilities across campus. Students may pay for printing with a
Bevo Bucks account.
WEBSPACE
http://www.utexas.edu/its/webspace/index.php
Use WebSpace (1GB) to store copies of important documents such as homework,
class notes, and graphics, then access your stored files from anywhere using a Web
browser.
WIRELESS NETWORK ON CAMPUS

http://www.utexas.edu/its/help/wireless-and-wired-public
Students, faculty, staff and official visitors using wireless Internet on the UT
campus are required by ITS policy to use the restricted.utexas.edu network.
Students must install the connection through the above website and access the
network with their UTEID.
DOCTORAL HANDBOOK
49
Section 8. STUDENT INTERESTS

Annual University Events
STUDENT EVENTS CENTER - The University Unions Student Events Center is a
department within the Division of Student Affairs, which serves the UT community
through event-planning and leadership development opportunities for UT
students. The SEC offers an array of services for student organizations registered
through the Student Activities and Leadership Development office, such as locker
and office rentals and helium tank usage.
FORTY ACRES FEST Spring Semester

The Forty Acres Fest (FAF) Committee organizes the annual Forty Acres Fest, a
campus-wide carnival featuring unique booths & amazing entertainment by
student organizations. The event culminates with a live concert by some of the
world's most legendary artists.
TEXAS REVUE Every April

Texas Revue is the Universitys student talent show featuring dance, music and
skits. More than 3000 students attend these performances.
FILM SERIES Weekly during the long semesters

The Student Events Center Film Committee shows free movies in the Texas Union
Theatre.
MADRIGAL DINNER Mid-November

Enjoy an original, comedic Renaissance themed play, choir concert, and a fourcourse meal in the Texas Union Ballroom.
ORANGE AND WHITE BALL Late April

The Ball is an annual event and tradition to honor and unite students, and to create
lasting memories while improving student life at the University of Texas. The
Orange & White Ball is the annual university-wide gala, complete with a live
orchestra and ballroom dancing.
GONE TO TEXAS Day before classes begin

http://www.utexas.edu/events/gtt/index.php
Gone to Texas is the Universitys kickoff event to start the school year. Students
join in the evening at the Tower for a pep rally event including speakers,
performances, and the Longhorn Band.
START FRESH Late August

http://deanofstudents.utexas.edu/nss/spot_startfresh.php
Start Fresh is the student organization fair hosted by the Office of the Dean of
Students. Visit the West Mall to learn about how to join various student
organizations.
PARTY ON THE PLAZA Early September

http://www.utrecsports.org/party/
Party on the Plaza (PoP) is a campus-wide party of student involvement and fun
held annually in early September. The PoP is one of the largest campus wide events
held in the fall semester, and is the opportunity for UT to welcome new and
returning students to campus for the start of classes. Past activities have included
live music, big screen movies, student organization performances and more.
EXPLORE UT First Saturday in March

http://www.utexas.edu/events/exploreut/
Each March, The University of Texas at Austin hosts Explore UT, a day of events,
performances, exhibits, lectures and activities for the entire family. Explore UT
offers visitors a hands-on introduction to university life in our classrooms and
laboratories, studios and performance halls, museums and extensive library
collections.
Athletics
LONGHORN ALL-SPORTS PASS (LASP)
The Longhorn All-Sports Package (LASP) is the most economical way for UT
students, faculty and staff to obtain tickets to all regular season home sports events.
For one low price, this unique package provides access to tickets, the opportunity
to set up group seating, and the chance to purchase additional tickets for your
friends and guests who are not UT students, faculty, or staff. The LASP costs $80
for the school year and includes entry to the following sports:
UT LASP Sports Fall
Football
Mens & Womens B-ball
Soccer
Volleyball
UT LASP Sports - Spring

Mens & Womens B-ball
Baseball
Softball
Non Ticketed Sports

M/W Cross Country
M/W Golf
Rowing
M/W Swimming & Diving
M/W Tennis
M/W Track & Field
DOCTORAL HANDBOOK
51
FOOTBALL SEASON TICKETS

http://www.texassports.com/tickets/obtain-student-tickets.html
Students are able to upgrade to season tickets by purchasing the LASP Season
Ticket for $65 in addition to the LASP. Therefore, for $135, a student can secure a
guaranteed reserved ticket to all home games. In addition, the student will have
the opportunity to purchase one Guest Season Ticket at full price ($375) to be
seated with them at all home games. Also, those students that purchase the LASP
Season Ticket will have the option of creating/joining a group. This student will
have priority in regard to postseason and away game sales too, including OU. All
LASP Season Tickets, including Guest Season Tickets, will be sent via email directly
to the student.
BASKETBALL SEASON TICKETS

http://www.texassports.com/sports/sobs/spec-rel/stampede.html
Want the best seats in the house for Men's and Women's Basketball? Then be a
part of the Texas Basketball Stampede. For an additional fee, this pass provides
early access to the premier seats in the O-Zone located behind the baskets in the
lower arena. Included with your membership is a Texas Basketball Stampede Tshirt that may be picked up at Texas Basketball games (sizes subject to availability).
Quantity for the Texas Basketball Stampede is limited, so keep your eyes on
TexasSports.com and the Student Orange Bloods (SOBs) page for information on
how to purchase your Stampede pass.
Fine Arts
TEXAS PERFORMING ARTS http://www.texasperformingarts.org/students
Texas Performing Arts presents an international season of music, theatre, dance,
and conversation in university venues, as well as the best in touring Broadway
productions and concert attractions. As a university-based arts center, the PAC is
committed to serving the academic mission of the College of Fine Arts by
supporting the work of UT students, faculty and staff on stages, classrooms, studios
and production shops; and in the educational outreach programs the PAC provides
for the Austin community.
LANDMARKS http://landmarks.utexas.edu
Landmarks is the public art program of the University of Texas at Austin. By
partnering with the Metropolitan Museum of Art in New York City, the Landmarks
exhibits beautify the campus and engage the community with art of the highest
quality. Artwork is on display throughout campus. Visit this link to download the
Landmarks Campus Map:
http://landmarks.utexas.edu/files/downloads/Landmarks_Campus_Map.pdf
COLLEGE OF FINE ARTS http://www.utexas.edu/finearts/events

The College of Fine Arts offers many student performances throughout the year
including:
Butler School of Music - http://www.music.utexas.edu/calendar/default.aspx

Department of Theatre & Dance http://www.finearts.utexas.edu/tad/productions/index.cfm
MUSEUMS AND COLLECTIONS

MUSEUMS
Blanton Museum of Art http://www.blantonmuseum.org/

Harry Ransom Center (Archives) http://www.hrc.utexas.edu/
LBJ Presidential Library and Museum http://www.lbjlibrary.org/
Texas Memorial Museum (Natural Science) http://www.utexas.edu/tmm/
COLLECTIONS
Briscoe Center for American History - http://www.cah.utexas.edu/

Lady Bird Johnson Wildflower Center http://www.wildflower.org/
H.J. Lutcher Stark Center (Kinesiology Research) http://www.starkcenter.org/
RecSports
Recreational Sports facilities, services and programs are available to all UT students
during the semester for which they are registered. Typically, facility access is
available on the first day of classes and continues through the day before classes
begin the following semester. Students qualify for access to RecSports facilities by
paying tuition each semester. To verify eligibility, all students are required to
display their UT ID card upon request or entry to a recreational facility. Additional
fees are charged to participate in programs such as intramurals, group exercise
classes, outdoor trips and workshops as well as sport clubs. Ways to participate in
RecSports:
Activities - http://www.utrecsports.org/activities/activities/archery.php
Climbing Wall http://www.utrecsports.org/activities/activities/climbingwall.php
Club Sports - http://www.utrecsports.org/sportclubs/about.php
Fitness/Wellness - http://www.utrecsports.org/fitwell/Fall2009.php
Intramural Sports - http://www.utrecsports.org/intramurals/about.php
Outdoor Recreation - http://www.utrecsports.org/outdoor/home.php
Texercise (Group Classes) http://www.utrecsports.org/fitwell/fitnessclasses/Spring09.php
DOCTORAL HANDBOOK
53
Volunteer Opportunities
VOLUNTEER AND SERVICE LEARNING CENTER
Volunteering is one of the most effective ways for students to put to work the
philosophies, skills, and theories learned in class. Following the core purpose of UT,
we serve "to transform lives for the benefit of society" through leadership and
service. The Volunteer and Service Learning Center is organized into three
functioning areas:
Community Engagement - Service programming spearheaded by The

Student Volunteer Board.
Academic Service Learning - Recognition, course development, and
resources for academic service learning courses and initiatives.
General Student Resources www.utvolunteer.org risk management and
online volunteer service training modules, and service consultation for nonprofit organization and UT student organizations.
SELECTED ON CAMPUS VOLUNTEER OPPORTUNITIES:
Blanton Museum http://blantonmuseum.org/get_involved/volunteer_program/

Harry Ransom Center http://www.hrc.utexas.edu/about/participate/volunteer/application/
Lady Bird Johnson Wildflower Center http://www.wildflower.org/volunteer/
LBJ Presidential Library & Museum - http://www.lbjlibrary.org/joinus/volunteer/
University Health Services Clinic http://healthyhorns.utexas.edu/clinicvolunteer.html
VOLUNTEER EVENTS
The Project - http://www.utexas.edu/diversity/ddce/vslc/project.php
The Project is a premier service event at UT, designed by students to benefit the
many Austin neighborhoods surrounding the campus. Students, faculty, and staff
come together for one day, dedicating their time and expertise to complete a
variety of community beautification projects.
Student Volunteer Board - http://studentorgs.utexas.edu/svb
The UT Student Volunteer Board (SVB) has coordinated, promoted, facilitated and
reflected community service opportunities and events for the UT community since
1987. Visit their website for upcoming events.
UTVolunteer.org www.utvolunteer.org
Visit the UT Volunteer database for various opportunities on and off campus.
Section 9. PROFESSIONAL DEVELOPMENT

Professional Associations
HEASPA
The Higher Education Administration Student Professional Association (HEASPA)
connects students, faculty, staff and alumni in order to promote the higher
education profession. Throughout the semester, HEASPA will coordinate
networking, professional development and social events. Please join the list-serv
and follow the blog for information on HEASPA events.
Blog: http://blogs.utexas.edu/heaspa
List Serv: https://utlists.utexas.edu/sympa/subscribe/heaspa
ON CAMPUS ASSOCIATIONS
ACA Academic Counselors Association (Dues = $15 per year)
http://www.utexas.edu/staff/aca/
APSA Association of Professionals in Student Affairs (Dues = $15 per year)
http://www.utexas.edu/staff/apsa/
TEXAS ASSOCIATIONS
TACAC Texas Association of College Admissions Counselors
www.tacac.org
Annual Conference April 3-5, 2011 in Los Colinas TX
TACUSPA Texas Association of College and University Student Personnel
Administrators
www.tacuspa.net
Annual Conference October 3-5, 2010 in Ft. Worth TX
TAIR Texas Association of Institutional Research
http://texas-air.org/
Annual Conference February 15-18, 2011 in Austin TX
*TACHE Texas Association of Chicanos in Higher Education
http://www.tache.org
Annual Conference January 30-February 2, 2011 in Austin TX
Proposals due in November
TABPHE Texas Association of Black Personnel in Higher Education
DOCTORAL HANDBOOK
55
http://www.tabphe.org/
Annual Conference March 3-5, 2011 in Austin TX
NATIONAL ASSOCIATIONS
AACC American Association of Community Colleges
http://www.aacc.nche.edu/
Annual Conference Apr 9-12, 2011 in New Orleans LA
AAC&U Association of American Colleges and Universities
http://www.aacu.org/
Annual Conference Jan 26-29, 2011 in San Francisco CA
*AAHHE American Association of Hispanics in Higher Education
http://www.aahhe.org
Annual Conference March 3-5, 2011 in San Antonio TX
Proposals due in October
ACPA College Student Educators International
www.myacpa.org
Annual Conference March 26-30, 2011 in Baltimore MD
ACUHO-I Association of College and University Housing Officers International
www.acuho-i.org
Annual Conference July 9-12, 2011 in New Orleans LA
ACUI - Association of College Unions International
www.acui.org
Annual Conference Feb 27-Mar 3, 2011 in Chicago IL
*AERA American Educational Research Association
http://www.aera.net/
Annual Conference Apr 8-12, 2011 in New Orleans LA
Proposals due in August
AIR Association for Institutional Research
http://www.airweb.org/
Annual Conference May 21-25, 2011 in Ontario Canada
*ASHE Association for the Study of Higher Education
http://www.ashe.ws/
Annual Conference Nov 18-21, 2010 in Indianapolis IN
Proposals due in June
ASCA Association for Student Conduct Administration
www.theasca.org
Annual Conference Feb 2-6, 2011 in St. Pete Beach FL
*HACU Hispanic Association of Colleges and Universities
www.hacu.net
Annual Conference September 18-20, 2010 in San Diego CA
Proposals due in April
NACA National Association for Campus Activities
www.naca.org
Annual Conference Feb 19-23, 2011 in St. Louis MO
*NASPA Student Affairs Administrators in Higher Education
http://www.naspa.org/
Annual Conference March 12-16, 2011 in Philadelphia PA
Proposals due in September
NACAC National Association for College Admission Counseling
http://www.nacacnet.org
Annual Conference Sept 30-Oct 2, 2010 in St. Louis MO
NACADA National Academic Advising Association
www.nacada.ksu.edu
Annual Conference Oct 3-6, 2010 in Walt Disney World FL
*NCORE National Conference on Race & Ethnicity in Higher Education
http://www.ncore.ou.edu/
Annual Conference May 31-June 4, 2011 in San Francisco CA
Proposals due in January
NSCL National Conference on Student Leadership
www.ncslcollege.com
Annual Conference Nov 4-7, 2010 in Lake Buena Vista FL
NODA - National Orientation Directors Association
www.nodaweb.org
Annual Conference Nov 6-9, 2010 in St. Louis MO
*Indicates an annual conference at which there are usually UT attendees.
DOCTORAL HANDBOOK
57
Section 10. ADVICE FROM YOUR PEERS

ADVICE FROM GRADUATES
Ask questions! Dont hesitate to ask other grad students who are further along in
the process for advice. Start a writing group around the time that you are
beginning to write your dissertation proposal. Include no more than four people
total that can trust and rely on each other. Write papers throughout your
coursework that somehow relate to your future dissertation topic of interest. This
really helps you get familiar with whats out there on the topic. Make sure you have
non-grad school friends who you can hang out with to get your mind off of school
occasionally. Expect to want to quit, cry, and/or feel the most stressed youve ever
felt in your life. But dont give up, because in the end its worth it. Seek out faculty
mentorship. This is often hard to come by, but it is a tremendous help to get you
through. Apply for scholarships and fellowships, even if you think you wont get
them. You never know! Dont overextend yourself with extra-curricular activities.
You may want to get involved for the experience, but better to do a few things well,
than many things poorly.
-Melissa Martinez, Ph.D. (2010), Post Doctoral Fellow, The University of Texas at
Austin, Division of Diversity and Community Engagement.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Things I learned through during my years as a doctoral student: It is through the

process of traveling down the dissertation road that I learned just how many things
could take me off course. It was through my meanderings that I learned only I
could get myself back on track; Find other activities and roles that define you
outside of being a doctoral student. It will give you a healthy, mental release;
Advocate for your research if you believe that it is interesting and cutting edge.
Research grants are often given to people with unexplored areas of scholarship.
-Rose M. Martinez, Ph.D. (2010), Post Doctoral Fellow, The University of Texas at
Austin, Division of Diversity and Community Engagement.
ADVICE FROM FULL-TIME STUDENTS

What helped me get through this program

My cohort and peers who started the program with me. Having them in my
classes, being able to study together, borrow books from one another, and
sometimes get strongly needed hugs and support were crucial.
Those who came before me those individuals who were already in the
program and helped me demystify the Ph.D. and dissertation process. These
individuals not only offered their support but they offered those valuable practical
things such as templates for the cover page of their proposal or their input on the
endless forms you need to fill out during the process.
My partner who was always willing to listen and help out even when he didnt
know half the things I was talking about. Making time to spend with him and not
worry about all the school work I had was crucial in keeping me grounded and our
relationship strong. If you are in a relationship or have kids, never lose sight of the
fact that people are there to support you but that also need you and no amount of
schoolwork should keep you from continuing to nurture your relationship with
them. In the end, these are the people you are often also getting your Ph.D. for, so
always that in mind.
Asking questions and anticipating the next step: Dont be afraid to ask
questions. Dont think that will make you less competent graduate
student. Always be anticipating the next steps in this journey and plan for what
you might need to do so that the deadlines dont take you by surprise.
Celebrating all accomplishments - always take time to celebrate all the
successes, even the small ones like finishing a paper or homework for that
week. Treat yourself with happy hours, massage, a great cup of coffee or another
beverage of your choice :) or an extra hour of TV. But stop and take time to
celebrate the things you complete.
-Smita Ruzicka (2011), Associate Director of GLIE, Office of the Dean of Students.
ADVICE FROM PART-TIME STUDENTS

1) AskAbout Everything. Just because a course isnt offered at a time you need it,
or something isnt coded in a certain way, or a course isnt noted as distance, it
doesnt hurt to ask. Sometimes the response is very positive; at the very least, you
open up lines of communication with your advisor/professor.
2) Distance, Schmistance. Speaking of distance, some of the professors really
understand the technology and the pedagogical requirements of offerings
something via distance. While asynchronous is really rare, many professors are
open to making arrangements for commuters or part-timers to participate
synchronously via any number of modes, or at least allow a hybrid approach-i.e. be
present for half or for critical class meetings, and login via distance technology for
DOCTORAL HANDBOOK
59
the other half (this is especially helpful to know as you think about the condensed
summer terms when multiple meetings per week may be difficult). All you have to
do is ask (see #1).
3) Independent Study = Incredibly Super. One of the most beautiful phrases in
higher education is Independent Study. In my experience, professors are more
than happy to consider an IS if they believe that youre serious about the content
and are willing to do the work. And cognates can be a great way to employ an IS
especially if the content area youre interested in requires serious pre-requisites you
lack, and IS with a sympathetic/supportive professor is a great way to get access to
the material in a way that makes sense for you and your track.
4) Face Time. Seriously. Make every effort to attend events, meetings, or any sort
of happening that involves your peers and professors. The more face time you log,
even trivial, the better positioned you may be to ask for the kinds of things noted
above (like helping out on grants, finding study or writing groups, or working on
research projects) and all of that pays off when its time to find your committee.
5) Get Connected. Make friends, from the very beginningchannel your inner
social butterfly and find peers who can get notes in case you have to miss a class,
turn in assignments or work together, and generally help you stay connected (ok,
you may also enjoy their company too, but having friends you can rely on is
paramount to anyones success!). Similarly, be sure to sign up for the heaspa listserveit really helps you feel like you are a part of the program. And try to reply to
posts as you cananything, even a that was thoughtful; thanks for sharing note
can go a long way in terms of keeping you connected even when youre not on
campus all the time.
6) A Word about Cognates. A fellow student had great advice about cognates
which are typically with people and professors you dont know that wellin a field
with which you may not have a lot of experience. In a nutshell: sit in the back, bring
snacks, and speak rarely. Think about it this way; would you like to have some
poser Sociology doc student sitting in the front row, taking up all the discussion
time in your advanced quant or higher ed law class? Nough said.
-Amy Heitzman, part-time commuter doctoral student
ADVICE FROM FIRST-YEAR STUDENTS

Make every effort to connect with other students in your program, especially the
other first years. These students can be a great resource for both professional and
emotional support through the doctoral process. And, yes, it is a process. During
that process, make sure to get connected with administrators or get involved early
on with a research project in order to establish yourself at the university. Finally,
learn to pace yourself for the growing workload and remember to balance work
with play.
-Sarah Rodriguez (2015), doctoral student in higher education administration.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Three small tidbits of advice to share. 1st- Enroll in core courses early on
because these classes are composed of a cross-section of students from every
program in the department. These class interactions provide enriching perspectives
on issues facing the P-16 pipeline that may help to broaden your research
interests. 2nd- Take the time to learn of other student's research interests because
it is likely that you will find someone with similar interests who can collaborate
with you and serve as a resource in the future. 3rd- Talk to more seasoned students
about the different options for cognate courses as they will have great advice
for themes to consider and classes to take.
-Katie Pritchett (2015), doctoral student in higher education administration.
DOCTORAL HANDBOOK
61
Appendix A. NEW STUDENT CHECKLIST

Check!
What
Resource
Join HEASPA List Serve

Upgrade your UTEID
http://blogs.utexas.edu/heaspa
http://www.utexas.edu/its/help/id-center/208
Get your UT Student ID

Card
Flawn Academic Center (FAC) 1st Floor

http://www.utexas.edu/its/idcenter/index.php
Sign Up for Webspace

(Student online data
storage for free)
Sign up for UT Email
Address
Review Parking Options
http://www.utexas.edu/its/webspace/index.php
Get advised by your

Faculty Advisor
Check UT Academic
Calendar for deadlines
(registration, add/drop,
tuition)
Check Course Schedule
for course offerings
Check your Registration
Information Sheet for
Registration Access
Register for Classes
Email your advisor to set up an appointment
Pay Tuition
http://registrar.utexas.edu/students/registration/after/payment/
Purchase Textbooks
University COOP (UT Bookstore) www.universitycoop.com

Online Textbook Retailers
Flawn Academic Center (FAC)
https://webstore.hied.com/cgibin/WebObjects/CampusComputer.woa
Purchase
software/equipment
from Campus Computer
Store
Connect laptop to UT
Wireless Network
Update Contact
Information
http://www.utexas.edu/its/umbs/index.php
http://www.utexas.edu/parking/student/index.html
http://registrar.utexas.edu/calendars/
http://registrar.utexas.edu/schedules
http://registrar.utexas.edu/students/registration/before/ris/
http://registrar.utexas.edu/students/registration/
http://www.utexas.edu/its/network/
https://utdirect.utexas.edu/apps/utd/all_my_addresses/
Appendix B. DEGREE PLANS

THE PH.D. DEGREE IN EDUCATIONAL ADMINISTRATION
MINIMUM DEGREE REQUIREMENTS PROGRAM PLAN

Student:
Todays Date:
UTEID:
Program Advisor:
Date Entered Program:
Date of Qualifying Exams:

Comprehensive Exam:
Specialization Qualifying Exam:
Student:
COURSE NUMBER AND TITLE
Semester Taken
INSTRUCTOR
Year Taken
DATE TAKEN
Departmental Core: (12 hours)

EDA 388E Educational Economics & Finance
Policy
U
T
GRADE
E
I
D
:
EDA 388P Educational Politics & Policy

EDA 388V Ethics and Values in Educational
Administration
EDA 388M Social & Cultural Contexts of
Education
EDA 382M Organizational Design & Behavior
Specialization: (24 hours)
EDA 391R Organization & Admin of Higher
Education
EDA 391T Higher Education Law
EDA 391S History of Higher Education
EDA 391F Issues of Higher Education Seminar
(SQE)
Research and Inquiry: (12 hours)

EDA 381P Quantitative Research Design & Analysis
EDA 381Q Qualitative Research Design
Advanced Course in Research Methodology
OR
A Course in Program Evaluation
INSTRUCTOR
DATE TAKEN
GRADE
Foundations Requirements: (only if required)

Statistics (prerequisite for research courses)
DOCTORAL HANDBOOK
63
Human Learning
Philosophy of Education
History of Education
Cognate Courses outside the College of Education:
(15 hours, 9 of these should be of the same cognate theme)
Research Apprenticeship: (1-6 hours)
Dissertation:
EDA 399R
EDA 399W
Other Coursework:
Program Advisors Signature
Students Signature
THE ED.D. DEGREE IN EDUCATIONAL ADMINISTRATION

MINIMUM DEGREE REQUIREMENTS PROGRAM PLAN
Student:
UTEID:
Todays Date:
Program Advisor:
Date Entered Program:
Date of Qualifying Exams:

Comprehensive Exam:
Specialization Qualifying Exam:
Semester Taken
INSTRUCTOR
Year Taken
DATE TAKEN
GRADE
Departmental Core: (12 hours)

EDA 388E Educational Economics & Finance
Policy
EDA 388P Educational Politics & Policy
EDA 388V Ethics and Values in Ed.
Administration
EDA 388M Social & Cultural Contexts of
Education
EDA 382M Organizational Design & Behavior
Specialization: (24 hours)
EDA 391R Organization & Admin of Higher
Education
EDA 391T Higher Education Law
EDA 391S History of Higher Education
EDA 391F Issues in Higher Education Seminar
(SQE)
Research and Inquiry: (6-9 hours)

EDA 381P Quantitative Research Design & Analysis
EDA 381Q Qualitative Research Design
INSTRUCTOR
DATE TAKEN
GRADE
Foundations Requirements:
DOCTORAL HANDBOOK
65
Statistics (prerequisite for research courses)

Human Learning
Philosophy of Education
History of Education
Cognate Courses outside the College of Education: (9 hours)
Internship/Field Experience: (1-6 hours)
Treatise:
EDA 399K
EDA 399L
Other Coursework:
Program Advisors Signature
Students Signature
Appendix B. ADVANCEMENT TO CANDIDACY

PROGRESS CHECKLIST
DISSERTATION MAP
DOCTORAL HANDBOOK
67
Appendix C. FORMS & DOCUMENTS

Some of these forms can be downloaded and filled out electronically here:
http://www.edb.utexas.edu/education/departments/edadmin/current/students/current/documents/
CHANGE ACADEMIC ADVISOR
DOCTORAL HANDBOOK
69
STUDENT TRAVEL SUPPORT REQUEST
TRANSFER CREDITS FORM

EDUCATIONAL ADMINISTRATION
REQUEST TO TRANSFER GRADUATE COURSES
FROM ANOTHER INSTITUTION
FOR USE ON DOCTORAL PROGRAM OF WORK
(Please attach copy of transcript and course description)
Student Information:
Last name
First Name
UTEID
Program
Phone number
Email address
Course Information:
Course #1
Institution
Course Number and Title
Semester hours of credit and grade
Course #2
Institution
Course Number and Title
Semester hours of credit and grade
(Attach any additional course information to this form)

Approved
Denied
Approved
Denied
___________________________________________________________
Program Advisor
Date
___________________________________________________________
Graduate Advisor
Date
DOCTORAL HANDBOOK
71
APPROVAL FOR SPECIALIZATION COURSE
DOCTORAL HANDBOOK
73
INSTRUCTOR CONSENT FOR COURSE REGISTRATION

DEPARTMENT OF EDUCATIONAL ADMINISTRATION
Completion of this "Consent of Instructor" form is required prior to registration for
individual instruction courses (those listed as "Member GSC") and for those courses
where "consent of instructor is required." This form must be submitted to the Graduate
Coordinator in SZB 374 before attempting to register, whether by telephone or in person.
Student Name:
UTEID:
Daytime Telephone Number:
Semester:
Email:
Unique Number:
Course Number:
Grading Status: CR/NC?
Letter Grade?
Course Content:
Approved By:
Name of Professor
____________________________
Professor Signature
EXTENSION COURSE CREDIT REQUEST
DOCTORAL HANDBOOK
75
PROGRAM TRANSFER REQUEST
Appendix D. RESEARCH APPRENTICESHIP &

RESEARCH APPRENTICESHIP
All students pursuing the Ph.D. degree are required to complete a research
apprenticeship (EDA 396). Doctor of Education students, with extensive practical
experience, may substitute the research apprenticeship for the internship, subject
to the advisor's concurrence. This experience is designed to provide an opportunity
for each student to gain a better understanding of research in education and the
social sciences. Through regular participation in a research undertaking, the
student is expected to gain intuitive as well as cognitive insights into the research
process, principles underlying it and its philosophical basis.
The research apprenticeship typically requires five to ten contact hours per week
over one semester for 3 credits, or over two semesters for 6 credits. The specific
semester hours and contact hours are determined by the student's advisor
following discussion of the research project. Normally the research apprenticeship
does not carry a stipend, however, a funded research apprenticeship will meet the
research apprenticeship requirement.
A student may be advanced to candidacy only after certification that he or she has
satisfied or is in the process of satisfying the research apprenticeship requirement.
Normally, the student will serve the research apprenticeship with a faculty member
in his/her specialization, however, when in the judgment of the student's advisor a
more suitable apprenticeship can be arranged with another faculty member or a
researcher in another setting, it will be approved. The assignment of the student to
a faculty member for the research apprenticeship will be the responsibility of the
student's advisor, subject to concurrence by the student and the prospective
research supervisor.
The research apprenticeship will focus on an area of research in which the research
supervisor is involved, rather than on the student's dissertation research, although
in some cases, the student's dissertation or research interests may be the focus of
the apprenticeship. The student and research supervisor are expected to interact
frequently concerning the research in which they are engaged and to discuss the
research process in an attempt to further the student's learning.
DOCTORAL HANDBOOK
77
Following are some examples of the types of activity in which the student may
participate during his/her research apprenticeship. In all cases, students will
develop a final product consisting of a publishable research paper or equivalent.
Bibliographic searches related to the development of a research project.
Drafting a research proposal for funding.

Literature search.
Developing and testing an instrument.
Developing academic program assessment methods and instruments.
Collection of data.
Preparation of data for computer analysis.
Computer analysis of data.
Discussions, evaluations and critiques of research.
Assisting with editorial work.
Planning and implementing research conferences
Students will develop a one-page proposal describing the specific objectives,

expected learning outcomes, and final product of the research apprenticeship. This
will be approved by the student's advisor and research supervisor before the onset
of the research apprenticeship. (From the web.)
The internship (EDA 397P) in the Higher Education Program is intended to
augment and enhance one's preparation through formal studies, to provide
opportunities to observe and experience first hand some of the learnings acquired
through theoretical study.
The nature of the internship experience will vary for students in higher education
in accordance with their own background of experience, career plans, professional
objectives and other considerations. It should involve work under a professional
administrator who is in a position to provide or arrange learning experiences
desired and who is sympathetic to and supportive of the objectives of the
internship. The internship should provide a variety of learning experiences; it may
include a project, but should also include opportunity to gain first hand experience
and knowledge of the role of the administrator with whom the intern is working
and the office or component of the organization where located. Ideally, the intern
would have experiences or the opportunity to observe the work of offices other
than the one with which s/he is associated.
The student whose background of experience in higher education is lacking will

often undertake an internship involving the specialization s/he expects to pursue as
a professional practitioner. Students who have had experience in higher education
may follow the same course but often will undertake an internship in another
aspect of higher education unrelated to his/her prior experience but which will
enhance one's preparation for a leadership role in higher education. For example: a
person experienced in student affairs might find it profitable to engage in an
internship in the business affairs area of a university, which would provide insight
into university operations not previously encountered and which would enhance
one's preparation for leadership in a student affairs role.
The student will discuss his/her ideas for an internship with his/her academic
advisor who may supervise it or the two may jointly decide that another faculty
member or appropriate individual should supervise it. In some cases, the
supervising faculty member will make arrangements with the professional
administrator with whom the student will serve as intern; in others, the student
will, after conferring with the supervising faculty member, visit with the
administrator and discuss the internship, including role(s) to serve, functions in
which to become involved, experiences to be gained, special project if any,
schedule, office assignment, and stipend, if any. Some offices provide a small
stipend but the typical internship in higher education is for academic credit.
The internship for masters and Ed.D. students typically consists of one-quarter
time for one semester (120 contact hours) or a full summer session, enrolled for
three credits. An Ed.D. student with extensive practical experience in higher
education may substitute the research apprenticeship for the internship, subject to
the advisor's approval. A Ph.D. student with minimum practical experience may
also be encouraged to consider an internship as an elective specialization credit
course in addition to fulfilling the research apprenticeship requirement for a Ph.D.
All students must complete and have approved by their faculty supervisor an
"Internship Contract" before proceeding (See Appendix C).
In some cases, the supervising faculty member will visit with the intern and on-site
professional administrator in the internship situation to discuss progress. In all
cases, the intern will be expected to fulfill the requirements of the Internship
Contract, including the submission of a weekly log of activities, and submit the
DOCTORAL HANDBOOK
79
final project report, where required, at the end of the term to the faculty supervisor.
The faculty supervisor will verify with the on-site supervisor (by phone or letter)
completion of the internship and satisfactory performance. Registration for
internship is on a Credit/No Credit basis only. The internship usually occurs after
the Higher Education specialization coursework has been completed.
Students typically do not register for internship that involves his/her employment
or other activity in which the focus is primarily on productive work rather than
learning. Exceptions may be made for persons serving as graduate assistants at the
University of Texas at Austin which involve learning experiences relevant to their
academic program. The internship administrator cannot be the student's direct
supervisor in the employment workplace.
Most internships will take place in colleges, universities, system offices, higher
education coordinating agencies, and other agencies directly related to the
administration of colleges and universities. Alternative internships, whether in
other organizations or whose assignments involve alternative learning experiences,
may be approved in certain circumstances. Students wishing to undertake an
alternative internship should discuss it with his/her academic advisor and then
submit the "Internship Contract" for approval. (From the web.)

HED Doctoral Handbook

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DOCTORAL HANDBOOK

Higher Education Administration Program

Department of Educational Administration

THE UNIVERSITY OF TEXAS AT AUSTIN

SECTION 10. ADVICE FROM YOUR PEERS ................................................... 58

THE UNIVERSITY OF TEXAS AT AUSTIN

Section 1. DEPARTMENT OF EDUCATIONAL ADMINISTRATION

Staff & Contact Information

Dr. Pedro Reyes

Program Head, Higher Education Administration

Dr. Richard Reddick

Coordinator, CUSPA Masters Program (on leave 2010-2011)

Dr. Martha Ovando

Graduate Advisor, Educational Administration

Graduate Coordinator, Educational Administration

Administrative Associate, Educational Administration

Higher Education Administration

THE UNIVERSITY OF TEXAS AT AUSTIN

MISSION AND VISION

To prepare and develop the finest leaders in the educational institutions of

Higher Education Administration Faculty

David Gardner, Ph.D.

Doug Garrard, Ed.D.

Juan Gonzalez, Ph.D.

Marilyn Kameen, Ph.D.

Soncia Reagins-Lilly, Ed.D.

California State University, San Bernardino, and a doctorate in education administration

Pedro Reyes, Ph.D.

Richard J. Reddick, Ed.D.

Richard J. Reddick is an assistant professor in the College of Education's Department of

and counseling approaches utilized by faculty in mentoring African-American

Victor B. Senz, Ph.D.

Victor B. Senz, Ph.D., is an assistant professor in the Department of Educational

Edwin Sharpe, Ph.D.

Patricia Somers, Ph.D.

Gregory Vincent, Ed.D.

Section 2. DOCTORAL PROGRAM

PH.D. PROGRAM (DOCTORATE OF PHILOSOPHY)

ED.D. PROGRAM (DOCTORATE OF EDUCATION)

THE UNIVERSITY OF TEXAS AT AUSTIN

REGISTRATION & ADVISING BARS

Chronicle of Higher Education

professional identity, shaped by your values, areas of expertise and leadership

* Core coursework beyond the required hours count as a specialization course.

REQUIRED SPECIALIZATION COURSES

OPTIONAL SPECIALIZATION COURSES (ELECTIVES)

THE UNIVERSITY OF TEXAS AT AUSTIN

This course focuses on an examination and comparison of the higher education

EDA f395 (WGS 393)

RESEARCH & INQUIRY COURSES

COGNATE COURSES (OUTSIDE THE COLLEGE OF EDUCATION)

COGNATE THEME EXAMPLES & COURSES

Hip Hop Generation

World Impact of US Mass Culture

Race and Ethnicity

Women and Gender

Advanced Seminar in Ethical Leadership

INDEPENDENT RESEARCH STUDY

WHEN COURSES ARE OFFERED

Only offered during legislative session.

THE UNIVERSITY OF TEXAS AT AUSTIN

Full-time coursework flow chart

Fourth Year &

Part-time coursework flow chart