special education phd university of arizona

SLHSPHD - Speech, Language and Hearing Sciences

Program description.

SUBMIT A STORY IDEA

UArizona preparing the next generation of special education professionals

The University of Arizona's Department of Disabilities and Psychoeducational Studies was awarded five grants that will allow the College of Education to develop and implement programs and services that address the diverse needs of students with disabilities.

Chris Richards / University Communications

Equity, inclusion and disability justice are the driving forces behind five grants awarded to the University of Arizona's Department of Disabilities and Psychoeducational Studies , in the College of Education , by the U.S. Department of Education's Office of Special Education Programs.

The grants, which total about $5 million, will support undergraduate, master's and doctoral scholars during their studies, train early intervention specialists and prepare the next generation of special education leaders to use evidence-based, culturally sustaining practices.

College of Education Dean Robert Q. Berry III said the five grant awards are pivotal in enabling the college to innovate, develop and implement programs and services that address the diverse needs of students with disabilities.

"The advancements made possible through these grants will undoubtedly enhance educational outcomes, foster a sense of inclusivity and promote overall well-being for students with disabilities," Berry said. "I applaud our college's unwavering commitment to improving the educational experience and opportunities towards advancing the field of special education."

The five projects funded are:

• Systems Change for Inclusive Education, a National Collaborative Effort for Students with Extensive Support Needs, also known as SCIENCE-ESN
• Preparation of Culturally Sustaining Leaders in Special Education Through Apprenticeship Learning
• Representation and Diversity in Early Childhood Deaf Education
• Reading Arizona: An interprofessional personnel training program to train diverse personnel to serve multicultural/multilingual children with disabilities
• Educational Interpreting Emphasis

Preparing tomorrow's teachers

Two of the projects, SCIENCE-ESN and Preparation of Culturally Sustaining Leaders in Special Education Through Apprenticeship Learning, will prepare the next generation of special education educators with the skills and perspective necessary to enact multilevel, systematic changes across K-12 and higher education as well as state and federal legislation.

SCIENCE-ESN is a collaborative effort between UArizona and the University of Utah and was awarded $2.14 million split between the two institutions. The project will prepare eight doctoral scholars, four at each university, for special education faculty positions across the nation. The UArizona team is lead by principal investigator Kirsten Lansey and co-principal investigator Taucia González , both assistant professors, and associate professor Adai Tefera .

Kirsten Lansey

The project will support scholars starting their four-year doctoral programs in August 2024. The eight scholars will complete coursework from both institutions: UArizona will focus on equity, inclusion and social justice, while the University of Utah focuses on positive behavioral support, systems change and implementation science. Over the course of their studies, the scholars will attend seminars held by the two host universities on a variety of topics related to special education: equity and justice; leadership, policy and administration; race, culture and language; and inclusive education for students with extensive support needs.

The scholars will also complete internships in college-level teaching and student supervision, as well as externships with high-need local education agencies and national or state policy organizations or education boards. Lansey said these experiences are intended to prepare scholars for the kinds of challenges they will face over the course of their careers.

In the Tucson area, the project will work with Sunnyside School District to assist in systems change and implementation of inclusive, evidence-based practices.

Lansey hopes the eight scholars supported by SCIENCE-ESN will go on to conduct research on systemic educational change and prepare future teachers – special educators and general education teachers alike – to work together, collaborate and promote the inclusion of all students into general education, particularly those with extensive support needs who are often segregated to separate classrooms or entirely different schools.

"We want to ultimately have diverse scholars whose voices are represented in all aspects of the educational system, because those voices are important and need to be valued," Lansey said.

Lansey, Tefera and González will also collaborate on a second project, Preparation of Culturally Sustaining Leaders in Special Education Through Apprenticeship Learning, which received $1 million and will support four doctoral students at UArizona. Tefera will lead the project alongside co-principal investigators Lansey and González, professor and department head of disabilities and psychoeducational studies Carl Liaupsin , and associate professor Sunggye Hong .

Adai Tefera

The project, which launches in fall 2024, will recruit multilingual scholars, scholars from racially and ethnically diverse backgrounds and scholars with disabilities, and utilize what Tefera calls a "comprehensive apprenticeship learning model" to prepare them for careers at research universities or other academic institutions.

"Our goal is to support four exceptional doctoral students who become faculty that prepare special education teachers to work in culturally, racially and linguistically diverse classrooms in special education," Tefera said. "We are preparing doctoral students to engage in that work, both in research and in preparing future teachers in special education."

In addition to the regular doctoral coursework, the four scholars will shadow a program director within the College of Education and participate in mentorships with faculty and non-UArizona community members whose work aligns with the scholars' individual research and postgraduation interests.

Scholars will also work in local classrooms alongside Sabrina Salmon, Tucson Unified School District senior director of exceptional education, to develop culturally sustaining practices reflecting the needs of diverse students. Tefera said there are also plans to collaborate with other universities, or a policy think tank, to further grow scholars' network and knowledge – and prepare them for career challenges.

Learning to communicate

Reading Arizona will also prepare future special education teachers, as well as speech-language pathologists. The project is run by Mary Alt , professor and department head of speech, language and hearing sciences , in the College of Science , and Jennifer White , associate professor of practice of disabilities and psychoeducational studies. The five-year project received $1.1 million in funding and will train educators to meet the literacy needs of multicultural students with disabilities and improve literacy skills for all children.

According to the 2022 National Assessment of Educational Progress, also known as The Nation's Report Card, only 31% of fourth grade students and 28% of eighth graders in Arizona met or exceeded their reading proficiency level. The need to improve literacy is even greater in special education, Alt said.

"That 31% reading proficiency in Arizona is not being driven by 10% of kids with disabilities, it's part of the larger picture," she said. "As a state, we need to improve the literacy of our children."

Special education teachers and speech-language pathologists work alongside one another, and individually with students and their families, in a variety of ways to improve academic outcomes for students – including literacy.

Reading Arizona will start that collaborative process between educators while they are still in school by launching a cohort comprised of students in the  Bachelor of Science in Special Education for Mild to Moderate Disabilities in the College of Education and the Master of Science in Speech-Language Pathology in the College of Science. Students selected as fellows for the cohort upon admission to their respective degree programs will participate in additional coursework, educational meetings and group activities over the course of their studies. Events hosted by the cohort will be open to all students and are intended to help future educators meet lifelong collaborators.

"The very nature of the special education classroom is built on a foundation of collaboration that students don't often have the time to work on and practice during a typical college education," White said. "This program also gives students the chance to learn to work as a team. These are not skills that are innate within us. We actually need specific instruction on how to communicate, problem-solve and work in a team. We want to enhance those skills so these students can go into schools and become leaders."

Over the course of their studies, Reading Arizona fellows will be able to apply for cost-of-living stipends, supported by grant funding, to support their work.

The program will also host a literacy camp during the summer, staffed by future students in the cohort, and will provide child-focused literacy activities over the course of several weeks. Alt said plans for the camp are still in the planning stages.

Reading Arizona will enroll the first members of its cohort in fall 2024.

While White and Alt focus on childhood literacy, M. Christina Rivera will work to improve support structures and early childhood intervention for Deaf and hard-of-hearing children and their families. Her project, Representation and Diversity in Early Childhood Deaf Education, was awarded $1.2 million over five years to expand the College of Education's online Special Education-Deaf/Hard of Hearing Master’s Teacher Preparation Program to include an emphasis in early intervention and early childhood.

The "Hearing Impaired" certification in Arizona is a teaching certificate that covers birth to age 21 but the program has historically focused on K-12 education. Rivera said supporting language development in deaf and hard-of-hearing children – especially those from multilingual homes – as early as possible is vitally important.

The first three years of life are particularly critical for language development, Rivera said, and there are many Deaf and hard-of-hearing children who experience those years without access to language. That may be due to families and audiologists waiting for the proper hearing aid, waiting for cochlear implant surgery or waiting for the cochlear implant to be activated. In those cases, children can experience language deprivation because the traditional focus is to develop listening and spoken language skills rather than visual modalities such as American Sign Language, which Rivera said can cause language delays and impact academic progress and social-emotional development.

The project, which includes disabilities and psychoeducational studies lecturer Patricia Smolko , is intended to increase the number of fully credentialed teachers of Deaf and hard-of-hearing children who can provide family-centered early intervention that addresses the needs of Deaf multilingual learners, Native children and their families. The program will also train fully credentialed teachers who can provide individualized programming and language instruction to Deaf and hard-of-hearing children with high-intensity needs in early childhood programs such as preschool.

M. Christina Rivera

"Our hope is to train teachers who can support families to start using sign language earlier so that DHH children do not experience language deprivation," Rivera said. "If the family chooses to pursue spoken language, sign language can be a bridge to developing their spoken language skills – whether that be English, Spanish or whatever the language of the home is."

The project will support 23 scholars through the teacher preparation program who are themselves multilingual, Deaf or use American Sign Language – including two students already enrolled in the program who expressed interest in early childhood intervention.

Rivera said she hopes nine or 10 of the scholars supported by the project come from Arizona and remain in the state after they graduate, finding employment in early intervention programs, early childhood programs, preschool programs, at Arizona School for the Deaf and the Blind or on general education campuses – wherever the need may be.

Also awarded funding by the Office of Special Education Projects was Educational Interpreting Emphasis. which received $1.2 million over five years. The program, run by associate professor of practice Holly Nelson , will train high-quality educational interpreters in the  Deaf Studies Bachelor of Science in Special Education program to work with deaf and hard-of-hearing students beginning in preschool. Over the course of five years, the project will prepare 60 educational interpreters.

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Special Education: Deaf and Hard of Hearing

Master of Arts

Earn your state and national certification and learn to effectively teach students who have varying degrees of hearing loss and use a range of communication modes.

Get certified to teach in a growing field. Teachers with a high-quality certification in working with deaf and hard of hearing (D/HH) students are in high demand.

Earn your MA in Special Education, your Arizona teacher of deaf/hard of hearing certification and your national certification from the Council on the Education of the Deaf (CED), all in one place.

You will build the skills to work in a wide range of classroom settings with coursework including language and literacy assessment and intervention, instructional methods and strategies, audiology, speech and language development, cultural diversity and research. Focus on addressing the needs of students within public school settings through communication and literacy development and put your learning into practice through a practicum and a final full-time teaching internship.

Graduates have gone on to teach D/HH students as either itinerant, resource room or self-contained classroom teachers. Itinerant teachers travel from school to school to provide on-site services and support, while resource room teachers have D/HH classrooms on general education campuses and self-contained classroom teachers typically work at center schools for the deaf or in public school programs.

Master's Degree in Special Education - Applied Behavior Analysis

Program description.

This program delivers a flexible but rigorous fully online education to prepare students interested in working with people with problem behavior, and/or delays in communication, social, and adaptive skills. Our program prepares students to provide evidence-based services in applied behavior analysis in clinical, school, and home setting. This program is comprised of 36 units and includes the seven courses (21 units)  verified  by the Behavior Analyst Certification Board (BACB) that provides the didactic requirements to take the Board Certified Behavior Analyst (BCBA) examination. This program does not lead to teacher certification, but provides a path to Board Certification as a Behavior Analyst (BCBA).

Student Handbook   APPLY MA Online in Special Education ABA Contact Us

Requirements for Admission

• Bachelor's degree from an accredited college or university
• Minimum 3.0 grade point average
• Three letters of recommendation
• Personal Statement

Admission Requirements for International Students

Include the same criteria above, as well as an  English Proficiency

Core Coursework: 36 Units

Program students must complete the 12 3-unit courses below.

SERP 500 (or equivalent) - Foundations of Special Education and Rehabilitation (3 units)

Provides beginning graduate students with an overview of issues surrounding the fields of special education and rehabilitation, including legal principles, concepts of assessment; and principles of teaching and counseling. Students will examine and develop their personal philosophies regarding assessment of, services to and intervention with individuals with exceptionalities.

SERP 502 - Behavior Principles and Disability:  Assessment and Intervention (3 units)

SERP 502 - Behavior Principles and Disability:  Assessment and Intervention (3 units) Grounds participants in the basic behavioral principles and techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function-based interventions, and Behavior Intervention Plans (BIP).  Participants complete an FBA, develop an intervention based on the results, and design a BIP.

SERP 503 - Special Services in the Schools (3 units)

Information to aid teachers in dealing with responsibilities and concerns in school settings with regard to P.L. 94-142. Education for All Handicapped Children Act, Section 504 of the Rehabilitation Act, Family Education Rights and Privacy Act, and other legal issues.

SERP 504 - Cultural and Linguistic Diversity in Exceptional Learners (3 units)

Provides a theoretical base and practical approach to the study of special needs of students with language and cultural differences; basic premises of bilingual special education and the interface of the two fields.

SERP 529A - Advanced Positive Behavioral Support I (3 units)

Addresses environmental factors that affect student behavior and continues to develop competency in FBAs, function-based interventions, and effective BIPs.  Participants complete a second FBA, develop and test a function-based intervention, complete a BIP, implement and monitor the intervention, and make data-based decisions about whether to continue or revise the intervention based on their data.

SERP 529B - Advanced Positive Behavioral Support II (3 units)

Addresses other factors that can affect development and implementation of interventions such as legal issues, crisis intervention, and teaming and collaboration issues.  Participants complete two FBAs and develop and monitor two function-based interventions and BIPs.  A certificate identifying skills learned is awarded at the end of the three course sequence.

SERP 552 - Issues in Applied Behavior Analysis (3 units)

Addresses advanced skills and knowledge in applied behavior analysis and the factors that affect the application of behavior principles within school settings. Topics examined include reinforcement, punishment, extinction, stimulus control, self-management, verbal behavior, and functional analysis.

SERP 553 - Ethical Issues in Behavior Analysis (3 units)

Enables students to explain the need for ethical guidelines, identify appropriate ethical standards and guidelines of behavior analysis and their own profession, if different, and apply the ethical guidelines to real-life situations.

SERP 555 - Applied Behavior Analysis: Personnel Supervision and Management (3 units)

Basic concepts essential in applying applied behavior analysis in personnel supervision and management of employees, parents, and other professionals.

SERP 556 - Research Methods in Education (3 units)

Basic concepts essential to the comprehension of research in education, including measurement principles and descriptive statistics.

SERP 590 - Single Subject Research Design (3 units)

Addresses the advantages and disadvantages of various research designs and how to select a research design appropriate to a given scenario. Participants learn to critically evaluate professional research that incorporates single subject research designs, create data graphs, and develop a comprehensive research proposal.

SERP 909 - Master’s Project (3 units)

An original applied project in an area of behavior analysis. Projects are supervised by individual faculty and are conducted in lieu of a master’s thesis.

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Special Education: Applied Behavior Analysis

Master of arts.

of All Higher-Ed Institutions

-Center for World University Rankings, 2022

Best Online Master's in Education Programs

- U.S. News & World Report, 2024

Quick Facts

College of Education

Program details.

Interested in working with people who need assistance to improve their communication, social and adaptive skills? This program will prepare you to provide evidence-based services in applied behavior analysis in clinical, school, and home settings.

You will also have the opportunity to complete an original applied project in your area of interest within behavior analysis. Projects are supervised by individual faculty and are conducted in lieu of a master’s thesis.

Program coursework has been verified by the Behavior Analyst Certification Board (BACB) and includes all 7 courses required to take the Board Certification Behavior Analyst (BCBA) exam. The program also fulfills the master’s degree requirement for the exam.

You may choose to complete the degree in 6 semesters or 24 months.

Please contact Rebecca Hartzell, Ph.D, BCBA-D, Assistant Professor of Practice in the Special Education Program [email protected] with questions about the program.

Students will need a bachelor’s degree from an accredited college or university with a grade point average of 3.0 or higher.

*Residents of some U.S. Territories may not be eligible. Please see our Eligibility & State Authorization page for more information.

Core Coursework of the Master of Arts in Special Education is 36 Units. Students in the Applied Behavior Analysis program must complete these 12 3-unit courses.

SERP 500: Foundations of Special Education and Rehabilitation

Provides beginning graduate students with an overview of issues surrounding the fields of special education and rehabilitation, including legal principles, concepts of assessment; and principles of teaching and counseling. Students will examine and develop their personal philosophies regarding assessment of, services to and intervention with individuals with exceptionalities.

SERP 502: Behavior Principles and Disability: Assessment and Intervention

Grounds participants in the basic behavioral principles and techniques needed to successfully complete effective Functional Behavior Assessments (FBA), function-based interventions, and Behavior Intervention Plans (BIP).  Participants complete an FBA, develop an intervention based on the results, and design a BIP.

SERP 503: Special Services in the Schools

Information to aid teachers in dealing with responsibilities and concerns in school settings with regard to P.L. 94-142. Education for All Handicapped Children Act, Section 504 of the Rehabilitation Act, Family Education Rights and Privacy Act, and other legal issues.

SERP 504: Cultural and Linguistic Diversity in Exceptional Learners

Provides a theoretical base and practical approach to the study of special needs of students with language and cultural differences; basic premises of bilingual special education and the interface of the two fields.

SERP 529A: Advanced Positive Behavioral Support I

Addresses environmental factors that affect student behavior and continues to develop competency in FBAs, function-based interventions, and effective BIPs.  Participants complete a second FBA, develop and test a function-based intervention, complete a BIP, implement and monitor the intervention, and make data-based decisions about whether to continue or revise the intervention based on their data.

SERP 529B: Advanced Positive Behavioral Support II

Addresses other factors that can affect development and implementation of interventions such as legal issues, crisis intervention, and teaming and collaboration issues.  Participants complete two FBAs and develop and monitor two function-based interventions and BIPs.  A certificate identifying skills learned is awarded at the end of the three course sequence.

SERP 552: Issues in Applied Behavior Analysis

Addresses advanced skills and knowledge in applied behavior analysis and the factors that affect the application of behavior principles within school settings. Topics examined include reinforcement, punishment, extinction, stimulus control, self-management, verbal behavior, and functional analysis.

SERP 553: Ethical Issues in Behavior Analysis

Enables students to explain the need for ethical guidelines, identify appropriate ethical standards and guidelines of behavior analysis and their own profession, if different, and apply the ethical guidelines to real-life situations.

SERP 555: Applied Behavior Analysis: Personnel Supervision and Management

Basic concepts essential in applying applied behavior analysis in personnel supervision and management of employees, parents, and other professionals.

SERP 556: Research Methods in Education

Basic concepts essential to the comprehension of research in education, including measurement principles and descriptive statistics.

SERP 590: Single Subject Research Design

Addresses the advantages and disadvantages of various research designs and how to select a research design appropriate to a given scenario. Participants learn to critically evaluate professional research that incorporates single subject research designs, create data graphs, and develop a comprehensive research proposal.

SERP 909: Master’s Project

An original applied project in an area of behavior analysis. Projects are supervised by individual faculty and are conducted in lieu of a master’s thesis.

16+ Months to Complete

No GMAT or GRE Exam Required

Zero Residency Requirement

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Doctoral Degrees

Disability & psychoeducational studies, counselor education & supervision ph.d..

The Counselor Education & Supervision Ph.D. program is designed to prepare students for positions of leadership in counselor education and research. The goal of the program is to prepare counselor educators and supervisors who identify as professional counselors and who are knowledgeable in all areas of applicable CACREP standards.

The program is known for its strong emphasis on research, professional practice, and advocacy and leadership. Program faculty endorse the scholar‐practitioner model of graduate training in which students are exposed during their coursework to both the research and scholarly knowledge encompassing the field and the application of such knowledge to all aspects of professional practice as a counselor educator/researcher.

Students are also encouraged to develop a special expertise in their chosen minor concentration area (e.g., special education, psychology, neuropsychology, family studies, and law and policy). Supervised field experiences are provided to ensure successful functioning in research, teaching, and counseling supervision.

Study and integrate theory and clinical counseling practice

Gain experience conducting rigorous research on important questions relevant to counseling and the counseling profession

Graduate with knowledge and skills in pedagogy and teaching methods that constitute best practice in counselor education

Sample courses.

SERP 635: Advanced Counseling Theory and Practice (3 credits)  Sample Syllabus: SERP 635 SERP 640: Counselor Supervision and Teaching (3 credits)  Sample Syllabus: SERP 640 SERP 645: Leadership and Advocacy (3 credits)  Sample Syllabus: SERP 645 SERP 695E: Preparation for the Professoriate (3 credits)  Sample Syllabus: SERP 695E

See Coursework  for more details.

Graduates of the program are leaders and advocates for social justice. They are scholars and educators who contribute to the advancement of the counseling profession in a diverse world. Graduates may assume a variety of roles upon graduation, but the majority of students plan to fulfill the role of scholar-practitioner at the university level and teach within counselor education programs, an area of major need nationally.

For more information about the program, contact Associate Professor Mike Hartley .

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A Chicago teen entered college at 10. At 17, she earned a doctorate from Arizona State

Dorothy Jean Tillman II participates in Arizona State University’s commencement, May 6, 2024, in Tempe, Ariz. Tillman, 18, earned her doctoral degree in integrated behavioral health in December at age 17 from the school. Tillman, of Chicago, began taking college courses at age 10. She earned her associate’s, bachelor’s and master’s degrees before she turned 17. (Tillman Family via AP)

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CHICAGO (AP) — Dorothy Jean Tillman II’s participation in Arizona State University’s May 6 commencement was the latest step on a higher-education journey the Chicago teen started when she took her first college course at age 10.

In between came associate’s, bachelor’s and master’s degrees.

When Tillman successfully defended her dissertation in December, she became the youngest person — at age 17 — to earn a doctoral degree in integrated behavioral health at Arizona State, associate professor Leslie Manson told ABC’s “Good Morning America” for a story Monday.

“It’s a wonderful celebration, and we hope ... that Dorothy Jean inspires more students,” Manson said. “But this is still something so rare and unique.”

Tillman, called “Dorothy Jeanius” by family and friends, is the granddaughter of former Chicago Alderwoman Dorothy Tillman.

When most students are just learning to navigate middle school, her mother enrolled Tillman in classes through the College of Lake County in northern Illinois, where she majored in psychology and completed her associate’s degree in 2016, according to her biography.

Tillman earned a bachelor’s in humanities from New York’s Excelsior College in 2018. About two years later, she earned her master’s of science from Unity College in Maine before being accepted in 2021 into Arizona State’s Behavioral Health Management Program.

Most of her classwork was done remotely and online. Tillman did attend her Arizona State commencement in person and addressed the graduating class during the ceremony.

Tillman told The Associated Press on Tuesday that she credits her grandmother and trusting in her mother’s guidance for her educational pursuits and successes.

“Everything that we were doing didn’t seem abnormal to me or out of the ordinary until it started getting all of the attention,” said Tillman, now 18.

There have been sacrifices, though.

“I didn’t have the everyday school things like homecoming dances or spirit weeks or just school pictures and things like that ... that kind of create unity with my peers,” she said.

She has found time to dance and do choreography. Tillman also is founder and chief executive of the Dorothyjeanius STEAM Leadership Institute. The program includes summer camps designed to help young people in the arts and STEM subjects.

She said her plans include public speaking engagements and fundraising for the camp, which Tillman said she hopes to franchise one day.

Tillman is motivated and has innovative ideas, said Manson, adding, “And truly, I think what is inspiring is that she embodies that meaning of being a true leader.”

Jimalita Tillman said she is most impressed with her daughter’s ability to show herself and her successes with grace, but to also understand when to “put her foot down” when choosing between social outings and her education.

Associated Press researcher Jennifer Farrar in New York contributed to this report.

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About 8,000 University of Arizona students to become alumni

• Arizona Daily Star
• May 9, 2024
• May 9, 2024 Updated May 11, 2024

Graduates Isabela Gamez, left, and Ariadna Anderson pop the cork on a bottle of champagne as they get photos taken outside Old Main on the University of Arizona campus on Wednesday. Dozens of students, family members and photographers were out on the campus, and the fountain on the west side of Old Main, getting celebratory images. The university’s main commencement ceremonies are scheduled for Friday night.

• Kelly Presnell, Arizona Daily Star

Griffen Dresbach-Hill, left, shows the results of his photos to graduate Taylee Heldt on the fountain at Old Main on the University of Arizona campus Wednesday.

About 8,000 students are set to graduate Friday, May 10, from the University of Arizona.

The commencement ceremony at Arizona Stadium is set to begin at 7:30 p.m. Gate 7, at the southwest corner of the facility, will open at 5:30 p.m., and all other gates will open at 6:30 p.m. The UA will enforce game-day rules, including the stadium’s clear bag policy and use of metal detectors, the university said in a news release.

Historic photos: A look back at University of Arizona Commencement ceremonies

University of Arizona Commencement May 27, 1953.

University of Arizona Woman's Day May 1965

Arizona elder statesman Barry Goldwater gives his best wishes to Rebecca Wood, who received her degree in medicine at UA commencement exercises. Goldwater, who presented the commencement address, advised the graduates to be honest in everything and cherish freedom. May 13, 1989.

Senator Barry Goldwater at UA Graduation speaking at the graduation ceremonies at McKale Center on May 13, 1989.

Fine arts graduate Tim Brigham waits for commencement to begin Dec,. 19, 1992, at the University of Arizona, as he wears his sentiments on his head.

With boxing gloves on ready to fight the outside world, computer science major Mohit Bhapia celebrates graduating along with his classmates at McKale Center on May 12, 2001.

University of Arizona head basketball coach Lute Olson, who gave the commencement speech to UA's 124th graduating class May 12, 2001, laughs as he recalls how preparing for this speech was harder than preparing for Illinois, Michigan State, and Duke, all teams that UA had to play against in the this year's Final Four.

UA students break out "Silly String" to celebrate their graduation during the UA 115th Commencement at McKale Center Dec. 19, 1996.

Some of the 1,607 graduating students who took part in the UA's 116th commencement May 17, 1997, spelled out their joy during the ceremony at McKale Center.

More than 1,700 students attended 1998 UA graduation ceremony at McKale Center.

Members of the UA Class of 1948 whoop it up during the commencement of the class of '98 at McKale Center. They were honored on their class's 50th Anniversary. Graduates use silly string to celebrate 1998 UA graduation ceremony at McKale center.

UA President Peter Likins congratulates graduates during commencement ceremony at McKale Center on May 13, 2000.

Bachelor's party: Espree Kessler gets a lift from fellow grad David Ellis. Both got bachelor's degrees.

Tortillas litter the floor of McKale Center following commencement at the University of Arizona May 15, 2010 in Tucson, Ariz. Once a proud tradition, tortilla throwing is now banned, but a few snuck their way past security.

Graduates get one last celebration on the floor of McKale Center following the Spring 2012 Commencement at McKale Center, Saturday, May 12, 2012. Dr. Peter Rhee, the trama surgeon who worked on Rep. Gabrielle Giffords during last year's shooting, was the honorary guest speaker. A total of 4,206 undergraduate degrees, 882 master's degrees, and 298 doctoral degrees were conferred.

About 6,000 students graduated from the UA on May 17, 2014.

The thousands of bachelor’s degree eligible students and their decorated mortar boards, shuffle through the southend of Arizona Stadium towards seats on the field for the 151st Commencement ceremonies for the University of Arizona, Saturday, May 16, 2015, Tucson, Ariz. Kelly Presnell / Arizona Daily Star

A graduate sports his Arizona state flag with a UA block A logo during the 152nd University of Arizona Commencement.

Graduates, including psychology major Kayla Holder at right, cheer as the fireworks go off during the 153rd University of Arizona Commencement ceremony on May 12, 2017, at Arizona Stadium in Tucson, Ariz. UA president Ann Weaver Hart conferred about 6,800 degrees on the Class of 2017. Mike Christy / Arizona Daily Star

Ryan Valenzuela, receiving his bachelor’s degree in business administration, whoops as he walks in with fellow graduates during the 154th University of Arizona Commencement.

Arizona Stadium played host to 4,500 graduates and an estimated 40,000 guests during the 154th University of Arizona Commencement .

The University of Arizona President Roberts C. Robbins speaks during The UA's 158th Commencement Ceremony at Arizona Stadium in Tucson, Ariz. on May 13, 2022.

Jane Korjenek, right, takes a selfie with her daughter Abbie Korjenek before the University of Arizona’s 158th Commencement Ceremony at Arizona Stadium.

Actor Craig T. Nelson, who studied drama at the university, will deliver the commencement address.

Nelson will be one of six people receiving honorary doctorates.

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The others are:

Ricardo Jasso, Doctor of Humane Letters, College of Social and Behavioral Sciences.

Steve Kerr, Doctor of Humanities, College of Humanities

Humberto S. Lopez, Doctor of Humane Letters, Eller College of Management

Bruce Taylor, Doctor of Science, College of Agriculture, Life and Environmental Sciences

Ann Zwicker-Kerr, Doctor of Humane Letters, College of Social and Behavioral Sciences

Seven graduating students will be presented awards during the commencement. They are:

Provost Award: Taylor Cavallaro, who is graduating with a Bachelor of Science in plant sciences.

Robert Logan Nugent Awards: Andrew Prouty, who is graduating with a Bachelor of Science in physiology and medical sciences with honors, and Larissa Lazaro Roncador, who is graduating with a Bachelor of Arts in psychology.

Robie Gold Medal Awards: Shinhye Chloe Park, who is graduating summa cum laude with a Bachelor of Science in biochemistry, and Noah Weaver, who is graduating with a double major in physiology and medical science.

Merrill P. Freeman Medals: Nguyen Dang, who is graduating with a Bachelor of Science in food safety, and Bao “Tintin” Nguyen, who is graduating summa cum laude with honors with a Bachelor of Science in physics, astronomy and mathematics.

What : 160th University of Arizona Commencement

When : 7:30 p.m. Friday, May 10 

Where : Arizona Stadium

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17-Year-Old Chicago Girl Graduates with Doctoral Degree: ‘The World Is My Oyster’

"I feel like that urge to learn something new just never didn't exist for me," Dr. Dorothy Jean Tillman said of her desire for education

A 17-year-old from Chicago has graduated from university after achieving an enormous accomplishment — obtaining her doctoral degree.

Dorothy Jean Tillman graduated from Arizona State University (ASU) on Monday, May 6, after earning her doctoral degree in integrated behavioral health, according to Good Morning America . 

It’s the latest in a long line of educational achievements for the graduate, who started dual enrollment for high school courses at just 8-years-old before earning her associate’s degree in psychology from the College of Lake County at age 10 and her bachelor’s degree in liberal arts from Excelsior College at age 12.

Tillman, who can now be called Dr. Tillman, told GMA that her family, and in particular her grandmother who was “part of the Civil Rights movement” had encouraged her to gain knowledge and “harped on the importance of education and consistently learning something always.” 

Related: 14-Year-Old Chicago Girl Earns Her Master's Degree: 'You Have to Be Dedicated'

However, she also noted that she herself had sought out achieving her own educational goals. 

"But the way I always held education so high on my own, aside from being raised that way, was [by] finding different things to be educated about," she shared. "I feel like that urge to learn something new just never didn't exist for me."

Tillman earned her master’s degree at the age of 14, and a year later, was accepted into the Doctorate of Behavioral Health Management program at ASU. In December 2023, she successfully defended her dissertation to finally earn her doctorate’s degree — becoming the youngest person to do so at the school, per GMA .

Related: Quadruplets Homeschooled Together Since 3rd Grade Graduate from Same College: 'Going to Have a Party!'

Dr. Lesley Manson, a clinical associate professor at ASU, who oversaw Tillman’s dissertation, described her to the outlet as "inquisitive" and "innovative," and noted that the student’s achievement at such a young age is a big one. 

"It's a wonderful celebration ... but this is still something so rare and unique," Manson said. "She has innovative ideas and motivation, which is wonderful, and truly, I think what is inspiring is that she embodies that meaning of being a true leader."

As for what Tillman wants to do next, she told GMA that she’s still “figuring out what my specific dreams and goals are" just like “any other teenager."

Never miss a story — sign up for  PEOPLE's free daily newsletter  to stay up-to-date on the best of what PEOPLE has to offer​​, from celebrity news to compelling human interest stories. 

"I'm really just grateful that the world is my oyster, and that I've done so much so young," she added. "And I have time to kind of think that through."

The graduate also said that what she wanted people to take away from her story was that it is okay to continue to figure out what you want to while continuing your education goals.

"Figuring things out, not knowing what you want isn't a bad thing. But making the choice not to sit down and try to figure it out is," she said.

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Teen earns doctorate from Arizona State University

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TEMPE, Ariz. — While most 18-year-olds are trying to choose what college to attend, one is wrapping up her college career. Dorothy Jean Tillman stands out this graduation season not just because of her age, but also her list of accomplishments. 

Tillman is a student at Arizona State University. She earned her associate degree at just 11 years old. She was 13 when she earned her bachelor's degree and just 15 when she completed her master's program. Now 18, Tillman has earned her Doctorate in Behavioral Health.

VERSIÓN EN ESPAÑOL: Adolescente obtiene un doctorado de la Universidad Estatal de Arizona

 "I never really thought that this would be like what it turned into," Tillman said. "But once I started, you know, getting into higher education, I kind of just, every time I completed something, I thought, like, 'What's next?' And now I'm here. Wow."

Aside from her numerous degrees, Tillman also started a leadership institute where she teaches children in Chicago and West Africa about science, technology, engineering, arts and math. She hopes to use all that she has learned to change lives. 

"I want to find a way... and start putting maybe integrated behavioral health into schools so people can start learning about such an important thing a lot younger, and that connection a lot younger," Tillman said. 

Tillman said she is grateful she was able to find an online program through ASU that supported her goals. 

'It's normal if, you know, you think you have it figured out, and then you find out shortly after that that may not be the case," Tillman said. "Pace. It happens a lot throughout life, and it's just like a part of the process. And to not forget that as you're going through it."

More than 20,000 Arizona State University students graduated Monday night, signaling the end of their undergraduate years in college. 7,000, including Tillman, received their postgraduate degrees Monday morning. 

This is the largest graduating class in ASU history. 

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Chicago graduate makes history by earning doctorate at 17

Dorothy Jean Tillman II, whose grandmother was a civil rights activist, is now the youngest Arizona State University student to get a doctorate in her field

A Chicago teenager walked in her university’s commencement program after making history for earning a doctorate degree at the age of 17.

Dorothy Jean Tillman II celebrated the rare accomplishment, describing commencement week as “surreal” and “full of reflection and inspiration”, in a post to Instagram.

“I got a chance to meet many of my classmates in person as well as professors,” she said. “To get the opportunity to speak on the stage in front of 20,000 people live and 3 million online was truly an honor.”

Tillman first began her collegiate career at the young age of 10, while most of her peers were still navigating middle school and awkward adolescence.

Tillman, who was home schooled in childhood, began taking college classes through the College of Lake County in Grayslake, Illinois, about two hours outside of Chicago.

She earned her associate’s degree in 2016 and finished her bachelor’s degree at Excelsior University, an online degree program based in Albany, New York, in 2018.

After completing a master of science degree in 2020, Tillman was accepted into the Doctorate of Behavioral Health Management program at Arizona State University in 2021 – at the age of 15.

Tillman successfully defended her dissertation in December, joining her classmates in person at ASU’s spring commencement on 6 May.

Leslie Manson, the associate professor who oversaw Tillman’s dissertation through ASU’s online program, said Tillman was the youngest person to complete a doctoral degree in integrated behavioral health at ASU.

“It’s a wonderful celebration … but this is still something so rare and unique,” Manson said. “She has innovative ideas and motivation, which is wonderful, and truly, I think what is inspiring is that she embodies that meaning of being a true leader.”

Tillman credited her family as one of her biggest inspirations to complete her graduate studies.

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“Seeing my mother consistently work so hard to continuously uphold our family’s legacy and be that person that everyone was able to go to, if they needed anything … always seeing [her] like Wonder Woman definitely made me want to grow up [into] an accomplished person,” Tillman said to Good Morning America.

Tillman is also the granddaughter of Dorothy Tillman, the former Chicago alderwoman who was involved in the civil rights movement.

“People in my life like my grandmother, who was part of the civil rights movement, she of course harped on the importance of education and consistently learning something always,” Tillman said.

With her degrees now done, Tillman told GMA that she plans to continue reflecting on what her specific goals are as well as focus on other interests, including public speaking and a leadership institute she created.

“I’m really just grateful that the world is my oyster, and that I’ve done so much so young,” she said. “And I have time to kind of think that through.”

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Cuba helping portland public schools improve services, support for multilingual students with disabilities.

University of Maine assistant professor of special education Melissa Cuba and Adai Tefera, an associate professor of special education at the University of Arizona, have been awarded $50,000 from the William T. Grant Foundation for a collaborative study with Portland Public Schools. Their work aims to reduce administrative burdens and reimagine engagement with families of multilingual students who receive special education services in the schools.

The two year project will examine the policies and practices that lead to inequities for multilingual families and their children with disabilities. In addition, it will explore ways that immigrant and migrant families can codesign better approaches for serving their children. Another goal of the study will be to look at intersections of disability, language, immigration and migration to better understand how they contribute to administrative burdens. 

Starting this fall, Cuba and Tefera will work to build connections between scholars, families and educators in Portland schools.

“We’re thrilled to have the support of the William T. Grant Foundation for this project and we look forward to working with families, educators, schools and communities to center the needs of multilingual learners in special education,” Cuba said.

Cuba and Tefera recently published a study in Teachers College Record that applied an intersectional framework to data about multilingual students with disabilities in Virginia, where Cuba completed her doctoral studies at Virginia Commonwealth University. More information about Cuba’s research is available online .

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