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The Student Affairs in Higher Education (SAHE) program provides education for individuals interested in professional careers in student affairs. The emphasis of this program is on the administrative perspective of student services and supports student development. The Student Affairs in Higher Education program offers graduate students opportunities for involvement in a variety of areas while they are pursuing their master's degree. Practicum, internships, and graduate assistantships are designed to complement the academic course work and provide opportunities for practical application. Assistantships are not required but highly recommended for students to pursue.
Graduate students in our program represent gender and racial diversity, geographical spread, and a significant number of different undergraduate academic disciplines. Candidates have been active in student government, residential services, Greek life, and campus recreation, and others have worked full time in various campus offices. Demand for graduates of the Student Affairs in Higher Education program has been strong.
Lindsey Steller and Kate Bumhoffer won the OCPA Case Study Competition in January 2016. Watch a video of their presentation to check out how impressive these two first year SAHE students are!
View the SAHE Newsletter (PDF) to see what our students are doing.
Dr. Carol Patitu, Program Director
Program of Study
Career and Advising Focus
The Career and Advising focus consists of three courses dedicated to increasing the helping skills competence of students pursuing the Master’s Degree in Student Affairs in Higher Education. By pursuing this focus students will develop skills that apply to academic advising and career services work. Students choosing the Career and Advising Focus gain knowledge and skills in the delivery of supportive and directive services to individuals and groups. In this focus students enhance their competencies as professional helpers and refine their capabilities to guide students, supervisees, and colleagues.
The International focus consists of three courses dedicated to increasing the international competence of students pursuing the Master’s Degree in Student Affairs in Higher Education. By pursuing this focus students will develop skills in the delivery of international student services, along with foundational knowledge and skills in study abroad practice and research. Students choosing the International focus will conclude their study by participating in a third internship experience in a Student Affairs division abroad. Students pursuing the International focus gain global competencies by developing enhanced understandings of the world and respect for the uniqueness of social context.
Sport Management Certificate
The Sport Management focus consists of five courses dedicated to increasing knowledge and skills related to managing sports programs at the higher education level. By pursuing this focus students will learn about the business aspects of sports and recreation. The curriculum exposes students to a wealth of issues including the role of athletics in higher education, sport and event marketing, current issues in American sports, finance, and law. When students choose this focus, they can earn a Sport Management Certificate in addition to their master’s degree.
Students with an interest in a specialized focus area other than those offered may identify nine credit hours of graduate coursework related to an area of interest as a personal independent focus area. The student would then discuss with their faculty adviser how this interest area and the courses selected are compatible with their career goals. Upon approval of the faculty adviser, this independent focus may be pursued. The following areas are provided as examples only and not meant to be all-inclusive: women's studies, non-profit administration, and management.
- Bachelor's Degree
- 2.7 cumulative undergrad GPA (or 2.5 cumulative undergraduate GPA with a 3.0 or better GPA for the last half of the undergraduate program)
- GPA of 3.0 or higher on any previous graduate work
- Graduate Record Exam (GRE) or Miller Analogies Test (MAT) scores in the 50th percentile or higher
NOTE: Test requirement is waived if the applicant has a cumulative undergraduate GPA (from all schools attended) of 3.0 or higher or if the applicant has a previous master's degree.
- Admission is in Fall Semesters.
- Annual Application Deadline: December 1 for first consideration in the Fall 2019 cohort.
Submit to the Graduate School
- Official transcripts from all colleges and universities previously attended (except Wright State)
- Statement of goals and objectives (uploaded to the application)
NOTE: Although students can submit application materials later than the annual December 1 deadline, students must reapply for the next academic year once the cohort for the upcoming year is full.
Submit the following to the Department of Leadership Studies by mail or email:
- Two letters of recommendation
- Resume or vita
Mail documents to:
Leadership Studies Department
Attn: SAHE Program
Wright State University
3640 Colonel Glenn Hwy
Dayton, OH 45435
or you may email them to: firstname.lastname@example.org and use the Subject Line: SAHE Recommendation
Successfully complete an interview, held annually in January and February, with program faculty.
- Meet and Greet Reception: Thursday, February 21, 2019
- Annual Graduate Assistantship (GA) Interviewing Day: Friday, February 22, 2019
- Orientation: Friday, August 9, 2019
NOTE: Attendance at these events is required for new students admitted for Fall 2019.
A biannual study abroad trip is available for Student Affairs in Higher Education students and others who desire to learn more about global diversity in higher education. During June 2014, nine students traveled to Paris with Professor Dr. Carol Logan Patitu to visit universities, museums, and other locations of cultural interest. A second trip is planned for Summer 2016. Those interested in this opportunity should contact Dr. Patitu at email@example.com to learn more.
I cannot help but to be thankful for the best month of my life. I already miss Paris. I am ready to fly back. My mind races with future travel plans. I have to travel again, soon and often! I dream of visiting England, India, Italy, Greece, Germany and the list goes on and on. (Brittany Dotson, SAHE student)
One thing that I learned that really touched me was the fact that African-American musicians (African-Americans period) were able to live in Paris with the same freedoms as the natives at a time in history when they had no freedoms in the United States. The same African-American musicians that were not even allowed to perform in a bar in the U.S. were performing in beautiful, upscale institutions in Paris. (Dominique Starr, SAHE student)
I really enjoyed seeing the different ethnic communities located throughout Paris, France, and the history of how those communities came to be. (Melissa DeButz, SAHE student)
What I enjoyed most about the study abroad trip was bonding with a group of sojourners who shared a genuine interest in various aspects of higher education. Even though our individual interests were different, the mutual aspect that bonded our group together can be attributed to our deep interest in global diversity in higher education. (Carol Pierson-Milhous, student at Northern Illinois University)
Something I learned that really touched me is that the European culture has a five week paid vacation time. The U.S. is the only developed country without this. (Anthony Patitu, WSU Organizational Leadership student)
This trip changed my perspective on the resources that are available to our students, faculty and staff. Whenever I am ungrateful or upset about the lack of funding, I will remember how fortunate we are. We are able to offer so many different services to enhance the student learning experience including, student support services, co-curricular actives, financial assistance, study coaches, identity centers, tutoring, athletics, etc. (Katherine Nevils, SAHE student)
Study Abroad Course
Participating in the study abroad experience also requires enrollment in a three credit hour course (Global Diversity in Higher Education in France) that includes lectures, discussions, written assignments, and activities. The course meetings also help prepare students for the details surrounding travel outside of the U.S.
Come travel with us and learn!
Congratulations to second-year SAHE students Katie McGrath and Taylor Ridenour for competing in and winning the Dr. Robert A. Dubick Case Study Competition at the 2017 OCPA (Ohio College Personnel Association) Annual Conference, held in Worthington from January 25-27. McGrath and Ridenour competed against six other teams from programs across the state. Their multifaceted case involved responding to a student questioning her identity, a critical roommate, a hostile mother, and a concerned advancement professional. Each of them received a certificate and $350. Kudos!
Student Affairs in Higher Education Graduate Program: A Brief History
The Wright State University graduate program in Student Affairs in Higher Education (SAHE) began in 1983 as a concentration in the Counselor Education program in the College of Education and Human Services. In 1995-1996, the program moved to the Department of Educational Leadership (currently the Department of Leadership Studies in Education and Organizations). A program review conducted in 1999-2000 recommended that the SAHE graduate program be discontinued due to low enrollment, and a moratorium was placed on admission.
The Vice President for Student Affairs, Dr. Dan Abrahamowicz, thought there was a need for the program, and he and the Dean of the College of Education and Human Services, Dr. Greg Bernhart, agreed that if an adequate number of students could be recruited, the SAHE program would continue. They jointly funded a half-time faculty position and set a goal of 15-20 graduate students within two years. Dr. Joanne Risacher, a previous student affairs administrator at WSU, was completing her Ph.D. in Higher Education Administration and was recruited for the half-time position beginning in September 2001.
The enrollment goal was easily met and interest in admission continued to grow. Today's enrollment in the two-year graduate program stands at 45-50 students. In order to provide an optimal learning experience with relatively small class size and to assure a high percentage of graduate job placements, the number of new students per academic year is capped at 20-22. For the past seven years, there has been a waiting list for admission.
There have been four SAHE program directors: Dr. Wilma Henry, while the program was housed in Counselor Education; Dr. Charles Ryan, when the program moved to Educational Leadership; Dr. Joanne Risacher, and the current program director, Dr. Carol Patitu.