Welcome to The University of Iowa's Higher Education and Student Affairs (HESA) PhD program. The HESA faculty and students come from a variety of backgrounds and work experiences. Still, with all of our diversity, we share a commitment not only to the values and standards of the profession, but to those of the HESA learning community as well. This handbook is one expression of that community and is intended to serve as an introduction, a guide, and a resource for all students in our graduate programs.

Borne from a 2009 merger between the Student Affairs Administration & Research program and the Higher Education program, the HESA program is committed to:

  • Drawing upon diverse perspectives from a variety of disciplines and professional fields (including student affairs, human development, sociology, history, policy, and economics);
  • Preparing professionals to work in higher education settings as faculty members and as advisors, programmers, administrators, researchers, student development educators, and policy developers – all with a commitment to evidence-based practice.
  • Examining the effects of critical issues and policies on students, faculty, administrators, staff, and other stakeholders in the higher education community; and
  • Understanding the complex, interactive relationships among institutions of higher education, the external environment, and society at large.

Program Faculty and Staff

Full-time Program Faculty

Dr. Cassie Barnhardt, Assistant Professor
Research/Teaching Interests: Civic Engagement and Student Activism, Undocumented Students, Administration of Higher Education

Dr. Nicholas Bowman, Associate Professor, CRUE Director

Dr. Debora Liddell, Professor & Departmental Executive Officer (DEO)
Research/Teaching Interests: Moral and Ethical Development of Students/College Student Learning,  Graduate Preparation for Student Affairs Practice

Jodi Linley, Visiting Instructor & HESA Program Coordinator
Research/Teaching Interests: Minoritized College Student Success/Sensemaking, Institutional Culture, Leadership/Issues & Policies in Higher Education

Dr. Christopher Morphew, Professor & Executive Associate Dean for Research and Innovation
Research/Teaching Interests: Institutional Diversity, Governance/State Policy, Higher Education Marketing

Dr. Christine Ogren, Associate Professor*
Research/Teaching Interests: History of American Education/Higher Education

Dr. Ernest Pascarella, Professor & Mary Louise Petersen Chair in Higher Education
Research/Teaching Interests: College Impact on Students, Research Design

Dr. Michael Paulsen, Professor
Research/Teaching Interests: Policy and Finance in Higher Education, Teaching and Learning in Higher Education

Dr. Sherry Watt, Associate Professor
Research/Teaching Interests: “Difficult Dialogues”/Multicultural Learning Psychosocial and Identity Theory

Affiliated Faculty

Dr. Brian Pyong An, Assistant Professor**
Research/Teaching Interests: Sociology of Education & Higher Education, Quantitative Research Methodology

Thomas Rocklin, Ph.D.***
Vice President for Student Life

  • *Professor Ogren’s appointment in HESA is half-time. Her second appointment is with Schools, Culture, and Society.
  • **Professor An holds a secondary appointment (zero-time) in HESA and a primary appointment in Schools, Culture, and Society.
  • ***Professor Rocklin holds a zero-time appointment in HESA.

Adjunct Faculty

Adjunct faculty affiliated with our program support our work by occasionally co-teaching a course, guest-lecturing in courses, supervising practica and internships, and serving on committees to support student research, comprehensive exams, and dissertations. Graduate faculty (those who can serve on committees) are noted with **.

Andrew Beckett, Ph.D. **
Assistant Dean, University College
The University of Iowa

Becki Elkins, Ph.D. **
Director of Institutional Research
Cornell College

Valerie Garr, M.A.
Director of Diversity Resources Coordination, College of Nursing
The University of Iowa

David Grady, Ph.D. **
Assoc. Vice President & Dean of Students
The University of Iowa

Wayne Jacobson, Ph.D. **
Assessment Coordinator, Office of the Provost
The University of Iowa

Von Stange, Ed.D. **
Assistant Vice President for Student Services/
Director of University Housing & Dining
The University of Iowa

Sherree Wilson, Ph.D. **
Associate Dean, Cultural Affairs & Diversity Initiatives
Carver College of Medicine
The University of Iowa


Janice Latta
Administrative Services Specialist
N491 Lindquist Center

Ph.D. Program Overview

The Higher Education & Student Affairs doctoral program prepares students to be leaders in a variety of higher education settings. The curriculum is designed to prepare graduates to serve:

  • in leadership positions in student affairs and academic administration;
  • as graduate faculty at research universities;
  • as leaders in conducting research about college students and higher education;
  • as policy analysts in postsecondary institutions and public or private agencies; and
  • as teachers and academic leaders at two-year and four-year colleges.

The HESA program features highly productive and nationally known faculty, and enjoys a strong reputation nationally and internationally. This program reflects a movement in the study and the practice of American postsecondary education to integrate the academic experience with the co-curricular learning experiences of students and to study the outcomes of both. The program curriculum is designed to ensure that faculty will teach to their expertise, and is organized around three core areas. Students take courses in each of the three core areas, and specialize in one. Students should declare a specialization early in their program.

Higher Education Administration & Policy: The study of organizational policy, leadership, and change will assist administrators in developing expertise relevant to planning, evidence-based decision-making, and effective leadership and management of organizations. This core area may appeal to those interested in careers in state or federal policy, enrollment management, or institutional research.

Teaching, Learning, and the College Experience: By studying college teaching and learning and the ways that college affects students, educators can become more effective in designing, implementing, and evaluating powerful curricular and co-curricular initiatives. This core area may appeal to students interested in becoming teaching faculty, faculty development professionals, or leaders of student success initiatives.

Diversity, Equity, & Foundations of Higher Education: Educators are frequently called upon to lead social change within their organizations and facilitate difficult dialogues designed for interpersonal growth and development. This core area may appeal to students seeking careers as chief diversity officers, administrators charged with developing social justice initiatives or curricula, or those interested in the empirical study of diversity in higher education.

Ph.D. Requirements

Required Core (24 sh)

Designed to constitute a general knowledge base that all students master — regardless of career goals and interests — this core curriculum reflects an important foundational understanding of higher education today. The following courses must be taken at The University of Iowa.

  • EPLS:6216 - Finance in Higher Education
  • EPLS:6220 - History of Higher Education
  • EPLS:6221 - The College Curriculum
  • EPLS:6224 - Organizational Theory & Administrative Behavior
  • EPLS:6225 - Introduction to Higher Education Policy
  • EPLS:6273 - The College Student
  • EPLS:6275 - Diversity and Equity in Higher Education
  • EPLS:7432 - Multicultural Initiatives

Research Core (17 sh)

The purpose of the research core is to ensure a level of scholarly autonomy and initiative. Ph.D. students in HESA must fulfill a combination of basic research methods and statistics/linear regression.

Basic Research Methods (6 sh)

All students must take the following two courses:

  • EPLS:6206 Research Process and Design, 3 sh
  • EPLS:7373 Qualitative Research Design and Methods, 3 sh (or an approved substitute)

Statistics/Linear regression (8 sh)

All students must take the following three courses:

  • PSQF:6243 Intermediate Statistical Methods, 4 sh
  • EPLS:5240 Data Coding & Management, 1 sh
  • EPLS:6370 Quantitative Methods for Policy Analysis, 3 sh

Advanced/Specialized Research Methods (3 sh)

Students should work with their advisor to choose one of the following courses appropriate to their dissertation design.

  • EPLS:7392 Mixed Methods Research, 3 sh
  • EDTL:7072 Advanced Qualitative Data Analysis, 3 sh
  • EDTL:7071 Critical Discourse Analysis, 3 sh
  • EPLS:5240 Introduction to Historical Methodology, 3 sh
  • EDTL:7073 Ethnographic Methods, Theories, & Texts, 3 sh
  • RCE:7444 Qualitative Research in the Multicultural Context, 3 sh
  • OR other comparable research methods courses approved by student’s advisor and HESA Program*
  • EPLS:6209 Survey Research and Design, 3 sh
  • SOC:7170 Advanced Statistical Modelling of Data, 3 sh
  • EPLS:5240 Multilevel Modeling, 3 sh
  • POLI:7003 Advanced Methodology, 4 sh
  • PSQF:6246 Design of Experiments, 4 sh
  • SOC:7180 Structural Equation Modelling, 3 sh
  • OR other comparable research methods courses approved by student’s advisor and HESA Program*

*Students that desire to enroll in a course that is not listed above, and wish to receive credit towards their program requirements, must obtain prior approval from their advisor AND from the HESA Program.

Area of Specialization (12 sh)

The area of specialization provides an opportunity to develop a particular expertise. Students may complete up to 24 semester hours of study before declaring a specialization within the program.

Recommended options to complete the specialization*:

Higher Education Administration & Policy

  • EPLS:6217 Theory & Practice of Leadership
  • EPLS:6218 The Law & Higher Education
  • EPLS:6226 Educational Management
  • EPLS:5252 Administration of Higher Education & Student Affairs
  • EPLS:7380 Practicum in College Teaching
  • EPLS:6336 Impact of College on Students

Teaching, Learning, and the College Experience

  • EPLS:7385 Teaching & Learning in Higher Education** - required
  • PSQF:6217 Seminar in College Teaching
  • EPLS:6332 College Student Psychosocial & Identity Development
  • EPLS:6334 College Student Learning, Cognitive, & Moral Development
  • EPLS:6336 Impact of College on Students
  • EPLS:7380 Practicum in College Teaching

Diversity, Equity, & Foundations of Higher Education

  • EPLS:5142 Sociology of Higher Education
  • EPLS:5154 Education, Race, & Ethnicity
  • EPLS:6238 Gender and Education in Historical Perspective
  • EPLS:5240 Topics in Education: College Choice
  • EPLS:5247 Multiculturalism in Higher Education
  • EPLS:7380 Practicum in College Teaching
  • EPLS:7444 Advanced Practicum

*Students may take one approved course outside of the College of Education to complete their specialization. Occasional special-topic seminars may meet the specialization. Courses must be approved by the faculty advisor.

**In consultation with the advisor, students may substitute suitable courses for specialization courses, with the single exception that everyone in the Teaching, Learning, and the College Experience specialization must take Teaching and Learning in Higher Education (EPLS:7385).

Graduate Electives (25 sh - may be transferred in)

Dissertation Research (12 sh)


Required Core: 24
Research Core: 17
Specialization: 12
Graduate Electives: 25
Dissertation Research: 12
Total Hours Required: 90

Academic Progress

We follow closely the Graduate College policies regarding grades and progress toward degree. As such, students should be aware that any grade below a “C-“ is considered a failing grade and will not count toward your degree. Students should also be mindful of the threshold for academic probation status. These and other academic policies are detailed in the Graduate College Manual.

The University of Iowa requires that every PhD student fulfill a residency requirement that can be met one of two ways: (1) enrollment as a full-time student (9 semester hours minimum) in each of two semesters, or (2) enrollment for a minimum of 6 semester hours in each of three semesters. This is a non-negotiable Graduate College requirement that may become burdensome for some part-time students. You would be well-served to plan early for this requirement.

More information about residency, updating old credits, and registration requirements can be found on the Graduate College website.

Academic Advising

All HESA PhD students are initially assigned to a faculty advisor. This assignment is not necessarily permanent, and can be changed at the request of the student. In the case of changing advisors, a conversation with all parties is recommended. A Change of Advisor form is available online. 

Certificate Programs of Interest

The Graduate Certificate in College Teaching
The Graduate Certificate in College Teaching provides the necessary coursework and supervised experiences to prepare graduate students for careers in post-secondary education. The Certificate is available to all University of Iowa PhD, or other terminal degree, students enrolled in the Graduate College. A minimum of 12 semester hours is required for the Graduate Certificate in College Teaching.

Multicultural Education and Culturally Competent Practice
The Graduate Certificate in Multicultural Education and Culturally Competent Practice (MECCP) is administered by the Office of Graduate Inclusion. MECCP aims to develop culturally competent practice.

Student Travel Awards & Scholarships

We take great pride in our student involvement and investment in their own professional development. In spring 2015, nearly all of our PhD students were able to attend at least one national professional meeting. Some students were supported by their GA supervisors. Most received money from the program through our Student Travel Awards process. The average award to students last year was $370. Application procedures and deadlines will be posted in our weekly e-newsletter. In addition to travel awards, the faculty award dissertation fellowships. Calls for applications are issued at the start of the spring semester.

The College of Education also offers the Graduate Student Research Award, the Audrey Qualls Travel Award, and the Office of the Dean Graduate Student Travel Award. These awards provide conference registration, travel, and lodging support for students enrolled in the College of Education who present (or co-present) at professional meetings. Contact Elizabeth Constantine in the Grant and Research Services Center (GRSC) with questions.

In addition, the Graduate Student Senate (GSS) and the Executive Council of Graduate and Professional Students (ECGPS) offers Travel Funding Assistance to graduate students who present their research at conferences, meetings, symposia and similar professional or academic gatherings. The funds are provided by the Graduate College and allocated by various student-run committees to deserving applications at multiple deadlines throughout each fiscal year. Funds are awarded for travel to both domestic and international conferences. See the GSS application guidelines ( and the ECGPS application guides (

Each year, the Office of the Dean coordinates a competitive scholarship process for students in the College of Education. The application period begins in early October and runs through mid-November.

Comprehensive Examinations and Dissertations

Upon completing the HESA PhD curriculum, students will undergo a comprehensive examination. The comprehensive examination is an opportunity for PhD students to demonstrate they can apply the knowledge gained in the program curriculum to a series of questions linked to a specific case or problem. Each semester the program faculty meet to construct examination questions that will be used during that semester only. In addition to the written comprehensive exam, an oral examination is required. Students must have completed all required core and specialization courses prior to their examination. Comprehensive exams are not administered in the summer.

A dissertation is a required part of the doctoral program at the University of Iowa. HESA PhD students identify a dissertation topic with the assistance of their faculty advisor. After successfully passing the comprehensive exam, the student prepares a dissertation proposal, meets with the examining committee to discuss the proposal, and completes the dissertation. Although students may take up to five years to successfully defend the dissertation, it is strongly recommended that you finish as quickly as possible following your comprehensive exam. Although coursework is completed, students must continue to be registered until the semester of their actual graduation. Consult the Graduate College manual for more information.

Students are encouraged to discuss dissertation formats with the faculty advisor early in the process. In December 2015 the College of Education approved article-style dissertations as an alternate format to the traditional format of one large-scale project. Students interested in the article-style format should consult the Guidelines for Article-Style Dissertations.

HESA Forms Required for the Comprehensive Exam & Dissertation:

Examining Committees

A HESA PhD student should work with a faculty advisor to construct examining committees to include faculty members with varying, but related, areas of expertise. The comprehensive and final examinations are conducted by committees of no fewer than five members of the Graduate Faculty appointed by the dean upon recommendation of the major department or program.

The constellation of the committee must include:

  1. At least four of the faculty members must be members of the University of Iowa tenure-track faculty.
  2. At least two of the faculty members are from the major department (defined as faculty members who hold any appointment in the major department or program), and are members of the University of Iowa tenure-track faculty.
  3. At least one of the faculty members is from outside the major department on a thesis committee. This committee member can be an appointee if four tenure-track faculty are serving on the committee. A comprehensive exam committee would only need an outside member if a student is writing on a question from that area.

Departments and programs may request the dean's permission to replace one of the five members of the Graduate Faculty by a recognized scholar of professorial rank from another academic institution. This request must demonstrate that the external scholar brings expertise or experience not available among University of Iowa faculty.

*The policies of the Graduate College and College of Education will take precedence over program policies.

Graduate Assistantships

Graduate Assistantships at The University of Iowa are designed to provide students with work experience and means to finance their education, while providing the University with the benefit of an innovative work force. While nearly all HESA PhD students are placed in Graduate Assistantships, there is no guarantee of funding or placement from year to year.

GA responsibilities often include student services, programming, advising, or administrative duties. Individual faculty members occasionally receive funds for research assistants, and the Iowa Testing Program awards a limited number of assistantships in the College of Education each year.

College of Education policies limit the eligibility of HESA PhD students to a maximum of eight academic year semesters of College of Education assistantship support. Petitions for more than eight semesters are rarely supported. Occasionally students may have an opportunity to increase their assistantship above .50 (half-time). Such invitations must be approved by the faculty advisor and DEO, and then forwarded with a letter of petition to the Dean of the Graduate College.

Student Involvement & Governance

GOHESA: Graduate Organization for Higher Education and Student Affairs
GOHESA is the student organization with a mission to promote the professional and personal development of students in the Higher Education & Student Affairs Program. Founded in 1976 as the Graduate Student Development Association (GSDA), the organization was renamed in 2010 to reflect the merger between the Student Development and the Higher Education programs. GOHESA serves as a coordinating body to attend to the needs of program students and provides programs for professional improvement; develops or enhances professional competencies; creates a sense of community among students, faculty, and staff who are interested in student development; and aids in the communication of ideas and information among its members.

College of Education

Graduate Student Executive Council (GSEC)
The College has invited a group of experienced graduate students to form our Graduate Student Executive Council which has been active in offering sessions both informational and social that are intended to support graduate student endeavors. They have also provided valuable input to college administration on many issues including orientation for new students entering the college. To be a part of this group as a departmental representative, contact GSEC Chair, Eric Moy at

The i-fellows program helps new College of Education doctoral students start early, start together and start right. i-fellows provides professional development programs, peer and faculty mentorship, and community building opportunities. Stop by the Office of Graduate Teaching Excellence in N222 for more information.

College Diversity Committee
The purpose of the College of Education Diversity Committee is to initiate and support activities and projects that will lead to increased knowledge and awareness of diversity of persons and perspectives. The group meets once a month. Contact Diversity Committee Graduate Assistant, Lianne Gann at for more information about getting involved with the Diversity Committee.

Graduate College

Graduate Student Senate (GSS) – The Graduate Student Senate exists to promote the welfare of graduate students at the University, to develop and disseminate ideas for the improvement of graduate education, and to contribute to the formation of general university policy. Through GSS, graduate students are involved in academic planning by nominating or appointing graduate students to academic Graduate College and University-wide committees. Representation is by academic department. Senators participate in the planning and execution of the senate activities for the term of one year. All graduate students are welcome to attend the monthly meetings and are eligible for membership on Senate committees.

Division of Student Life

Graduate and Professional Student Government (GPSG) – After forming a partnership with the University of Iowa Student Government (UISG), the undergraduate student government, GPSG became a completely autonomous governing body in early 2009. Today, GPSG represents nearly 10,000 University of Iowa graduate and professional students. GPSG operates in collaboration with UISG, the administration, and our member governments. GPSG's priority is to support graduate and professional academics, scholarship, public service, and enhance the quality of life.

Program Common Hour

Each academic semester we identify a one-hour period during the week that does not conflict with class schedules and other commitments. It is a time for GOHESA to hold their meetings and for other community-wide conversations to take place. For fall 2015, the common hour will be Thursdays, 11:15 a.m. – 12:15 p.m. For spring 2016, the common hour will be Thursdays, 12:30 - 1:30 p.m. Please hold this time free of standing commitments.

Other Unique Opportunities

Obermann Graduate Institute on Engagement and the Academy
The Obermann Graduate Institute is a one-week interdisciplinary institute that takes place in January. UI graduate students from across campus and at any point in their graduate studies explore how civic engagement can enhance teaching, research, and creative work. Participants discuss theories of engagement and meet with experts, including graduate colleagues, faculty members, UI administrators, and potential community partners. They also develop their own engaged projects, reconceiving their art, scholarship, and teaching to address community needs. Each Institute participant receives a $500 and is named an Obermann Graduate Fellow. Applications are typically due in October each year. For more information, contact Jennifer New or Neda Barrett with the Obermann Center for Advanced Studies

Teaching in the MA Program
Whether you are preparing for a career as a graduate faculty member or not, you may enjoy co-teaching in our MA program. This may be completed as a volunteer or as a practicum for supervised credit. For more information contact your advisor or the Program Coordinator, Jodi Linley.

Campus Resources and Services

Computer Resources/Instructional Technology Services (
Electronic technology is an important aspect of graduate education at The University of Iowa. Several Instructional Technology Centers (ITC labs) are located across campus, including in 102 Lindquist Center South. Students may log onto lab computers using their HawkID. The ITCs support a wide variety of software, and students receive a semester allowance for printing on campus. Free personal student email accounts also are available, using your HawkID. Email accounts are required as they facilitate easy and quick communication among students and faculty within the program and department; you should use your address for all transactions with the program. We expect students to access their University email regularly, and respond in a timely manner to correspondence with faculty. ITS may offer free short courses and workshops throughout the year to acquaint students with software programs and to provide thesis and dissertation support.

ITS is a very helpful resource for students and faculty. You can get help with your computer, access deep discounts for purchases, download discounted and free software, attend learning sessions for software, and create your own electronic portfolio to support your job search. They are located in the University Capitol Center.

Libraries (
Most hard copy education holdings relevant to Higher Education and Student Affairs can be found in either the Hardin Library for the Health Sciences or in the Main Library. Students can also make use of the extensive collection of online resources via the library website: Finally, arrangements also can be made for students and faculty to use the extensive resources of the library of the American College Testing Program (ACT).

Education Librarian
The College of Education has an in-house librarian, Erica Raber, who provides research and instructional support to faculty and students in the college.

HESA Weekly News
This weekly newsletter is published and distributed by the HESA Program Assistants via e-mail. The purpose is to have a dedicated outlet for sharing important information about deadlines, policies, opportunities, and resources. The distribution list includes all HESA students, faculty, assistantship supervisors, and campus partners. If you have news to share, please contact no later than Sunday at 6:00 pm. Do not use the community list for personal notices. HESA Weekly News are distributed every Monday morning by noon.

There is an ICON site dedicated to current students in the HESA MA and PhD program who are enrolled in classes. This is a central location for electronic copies of important documents (course schedule, internship evaluation, etc.) and special announcements.

EPLS Research Lab (N494 Lindquist)
The EPLS research lab hosts several computers equipped with software for EPLS students to conduct quantitative and qualitative research. In addition, the research lab includes a conference table and projector for students to meet and collaborate on group projects. To access the research lab, students will need to go through an orientation session. The graduate assistant will post times and dates of orientation on the COE listserv. If you are unable to attend the scheduled orientations, please contact Wei Lin Chen at to schedule a different time.

Iowa Testing Programs Statistical Outreach Center
Complimentary stat consulting is available to faculty and students. A number of training courses are also available on SPSS, SAS, and other popular statistical analyses software.

College of Education Writing Center (N302E Lindquist – Graduate Student Commons)
The Collaborative Writing Consultancy provides College of Education graduate students with a writing tutor who can assist with academic writing: to revise, discuss and offer a one-to-one “workshop” setting. E-mail to schedule an appointment.

Professional Associations

Why Join a Professional Association?

Joining professional associations is useful for enhancing and/or developing administrative and professional skills needed for work in the field of higher education. Being a member of an association can enhance your professional networks, help you gain new skills and insights about professional problems, influencing the direction the profession takes, and identifying emerging issues. Most organizations offer membership to students at reduced rates. Check with your faculty or with the association web site for membership information.

ASHE - Association for the Study of Higher Education (
The Association for the Study of Higher Education (ASHE) promotes collaboration among its members and others engaged in the study of higher education through research, conferences, and publications, including its journal, The Review of Higher Education.

AERA – American Educational Research Association (
The American Educational Research Association (AERA), a national research society, strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good.

ACPA - American College Personnel Association (
Iowa faculty, students, and alumni have a significant presence at ACPA. ACPA supports and fosters college student learning through the generation and dissemination of knowledge, which informs policies, practices, and programs for student affairs professionals and the higher education community. HESA hosts an annual alumni party at the ACPA conference each spring.

NASPA – National Association of Student Personnel Administrators (
A second national organization of interest to many in the field is NASPA, which also holds a spring conference.

Professional and Ethical Expectations and Behavior

All students in Higher Education and Student Affairs are expected to comply with the highest professional and ethical standards in all of their activities, including their classes and research, as advisees, when interacting with peers, and as graduate assistants. HESA students should honor commitments, keep confidences, make and keep appointments, fulfill assignments in a timely manner, avoid plagiarism, conduct themselves with all ethical standards in research, and be honest in their interactions with faculty and students.

Examples of misconduct include, but are not limited to, cheating on examinations, signing another person’s name on a form, misrepresenting the truth about oneself or others, submitting the same paper for two or more classes, and submitting another student’s paper as one’s own. HESA students are expected to behave ethically in and out of the classroom. Students should be familiar with appropriate ethical standards that help define their professionalism.

When preparing papers and reports, students are responsible for following the style manual recommended by the instructor (typically APA or Chicago). Not knowing how to give credit and cite sources is not an acceptable reason for plagiarism or failure of attribution. Plagiarism and other misconduct are viewed seriously by the faculty and can result in disciplinary action by the Department, College, and University.

Did You Know?

  • All students must use the “” email address assigned to you upon enrollment. If you prefer to receive mail at a different address, you can set up a mail-forwarding system through your email.
  • Program faculty conduct a lot of classroom business routinely by email. They expect you to check your email regularly and respond in a timely manner.
  • Faculty may differ in terms of how much time they spend on campus and how they use their office hours. Before you drop in on a faculty member, consider sending them an email to make sure she will be available.
  • Iowa City is a great place to go wireless! The ped mall and many area businesses and parks are hot zones. An extensive list of campus wireless zones can be found at
  • A map of campus computer labs can be found at
  • You may receive individual mail in our department. You should check occasionally in N491 (dept. office). The office is closed over lunch from noon - 1:00 pm. Mail must be business related, not personal.
  • Looking to reserve a room in LC? Check with Janice Latta (our departmental secretary) or the Dean’s Office.
  • In a hurry for a copy? Places for photocopies include Zephyrs and, if you have a lot, Office Max (4). There is currently no place for students to make personal copies in Lindquist.
  • Most program texts can be purchased at the Iowa Hawk Shop ( in the Iowa Memorial Union, or from a variety of online sellers (i.e.
  • Looking for a study site? Try the Graduate Student Commons in the Lindquist Center, the graduate student study space at the Main Library (need to apply for key card access to enter), the Iowa City Public Library, the Iowa Memorial Union, Java House, High Ground Café, or Fairgrounds.
  • It is departmental policy for faculty NOT to print extensive student papers on the departmental printer. It’s best to check with an instructor when submitting something electronically.
  • There is a HESA Facebook group for students, faculty, alumni, and friends: Univ. of Iowa Higher Education & Student Affairs Graduate Program
  • Struggling to manage deadlines in grad school? Check out some advice on the ‘gradhacker’ blog posted on Insider Higher Ed (
  • Looking for advice on eating healthy in grad school? Check out some advice on the ‘gradhacker’ blog posted on Insider Higher Ed (
  • Do you ride the bus? Check out BONGO! It’s a GPS-based passenger information system that can let you know your current bus location and the predicted arrival of the next bus (