Ph.D. in Counseling Psychology
Application Deadline for the Counseling Psychology Ph.D. Program is January 10, 2010
The Counseling Psychology Ph.D. program is housed in the Department of Counseling, a member of the Graduate School and of the College of Education and Human Development (formed in July 1996) of the University of North Dakota. The Ph.D. in Counseling Psychology was established in 1983, upon approval of the Graduate School Curriculum Committee and University Senate, though the department had offered a doctorate in Counseling for over 20 years. The Counseling Psychology program is accredited by the American Psychological Association.* Our last accreditation review was completed in December, 2005 and we earned 7 years of accredited status. We expect our next review to be conducted in 2012.
The University and Surrounding Community
The University of North Dakota, located in Grand Forks on the North Dakota-Minnesota border, is classified by the Carnegie Foundation as one of 260 doctoral institutions of national rank among more than 4,000 institutions of higher education in the nation. Established in 1883, six years before statehood, UND is a coeducational, state-supported institution with an enrollment of approximately 13,000 students, including approximately 2,000 graduate students.
The University is characterized by a solid foundation of the liberal arts, a manageable size, high-quality students and faculty, a varied curriculum, nine colleges and schools, a widely recognized program of graduate education and research, rich cultural resources, and an outstanding record of alumni support.
Undergraduate and graduate programs are offered in 180 fields. Colleges and schools include Arts and Sciences (which includes a major division devoted to music, theater and art), Aerospace Sciences, Business and Public Administration, Engineering and Mines, Nursing, Education and Human Development, Law, Medicine and Health Sciences, and Graduate School. In the fall of 2003, about 51 percent of UND’s students were North Dakota residents and about 27 percent were from Minnesota, 46 percent were from other states, and 4% from Canada and 49 other countries. The University awarded 2,327 degrees in 2003-04, including 1,706 undergraduate degrees, 447 master’s degrees, 2 specialist degrees, 56 doctoral degrees, 62 law degrees, and 54 M.D. degrees.
Research, scholarship and creative activity make up an important part of life at UND. External grants received by UND in 2003-2004 totaled more than $83 million. The University’s faculty and research staff numbers 610 full-time and 184 part-time professors. Its total full-time workforce of 2,651 makes it the state’s largest employer outside of the two U.S. Air Force bases.
UND’s 543-acre campus, regarded as one of the most beautiful in the region, includes more than 240 buildings and 5.17 million square feet space. New facilities at UND include a Barnes and Noble University/community bookstore. New to Grand Forks is the Alerus Center, a 22,000-seat events and conference facility. It joins such venues as the Fire Hall Theatre, Empire Arts Center, and North Dakota Museum of Art, as well as UND’s Chester Fritz Auditorium, Burtness Theatre, and the Josephine Campbell Recital Hall, in bringing cultural, entertainment, and athletic programming to the community.
The University of North Dakota is located in Grand Forks, a classic college town in the heart of the Red River Valley on the border between North Dakota and Minnesota. With a population of 60,000, Greater Grand Forks has a quality of life that has been ranked among the top in the nation.
In addition to the cities of Grand Forks and East Grand Forks, the area is host to the Grand Forks Air Force Base, a major air refueling unit, as well as a number of smaller communities. With grassland prairie to the west and Minnesota lake country to the east, Grand Forks is about 300 miles northwest of Minneapolis-St. Paul, and 150 miles south of Winnipeg, Manitoba, making it an active rural community with easy access to thriving metropolitan centers.
Short commutes, few traffic problems, safety, low crime, fine restaurants, parks and theaters, and a cost of living considerably below that found in large American cities are some of the city’s advantages. Nearly 40 arts organization, appearances by nationally known performers and artists, galleries and museums offer culture and entertainment. Parks, bike trails, golf courses, softball diamonds and swimming pools provide summer recreation, while winter activities include cross country skiing, sledding, snowmobiling, skating and ice hockey, the area’s premiere winter sport.
Year-round recreational opportunities abound in the area. Outdoor enthusiasts enjoy fishing, hunting, camping, hiking, boating, skiing, and snowmobiling. A mix of retail and service establishments, ranging from traditional storefronts to large shopping centers, attracts shoppers, tourists and those seeking some light recreation and entertainment for the day or weekend.
The Red River Valley ranks as one of the most productive agricultural regions in the world. This broad, flat region, the remnant of an ancient glacial lake bed, yields abundant harvests of wheat, barley, beans, sunflowers, potatoes and sugar beets, as well as a number of specialty crops.
Grand Forks and East Grand Forks, Minn., comprise an important regional center for retail trade, food processing, light manufacturing, health care and professional practice. The area is served with a strong educational system that includes five post-secondary institutions within a 40-mile radius.
The area’s climate is typically continental with warm summers and cold winters.
back to top
Philosophy of the UND Counseling Psychology Program
The Counseling Psychology Ph.D. program at the University of North Dakota affirms as a primary value the integration of practice and science throughout the professional lifespan, from training through career-long participation in the profession. Whether a Counseling Psychologist’s career is primarily involved with direct services to clients, with educational services to students in academia, or with consultative services to organizations, we view science and practice as necessary and complementary aspects of our professional identity. There is no relative importance implied by the order of the words; they are mutual, reciprocal components, best depicted in a circular fashion, not a linear one.
In our model for providing the academic portion of professional preparation to become a Counseling Psychologist, our goal is to provide a seamless, continuous learning experience, in which practice and science are woven throughout. We clearly have courses whose titles reflect an emphasis on science and others that are oriented toward practice. Yet, it is our intent that practice oriented coursework and activities incorporate the values of science, and that science oriented coursework and activities incorporate attention to the needs of practice. The integration of practice and science is balanced, and connotes both the traditional view of the Ph.D. as a scholarly degree, and an emphasis on supervised practice in the application of psychology to the needs of persons and groups from a variety of cultures and traditions.
A second though equally important value within our philosophy for training is best captured by the word diversity, which is to be sought, valued, and respected. We use the word in a very broad sense. Included in diversity is the variety of cultures, backgrounds, values, religions, and experiences among our faculty and students; we seek such diversity actively. Also included, though, is the diversity of our professional ways of practice across many theoretical models, the diversity of our ways of learning, our ways of doing science, the diversity of our strengths, our needs, and the diversity of our goals and ways of achieving them.
Pragmatically, we believe that diversity is recognized, accomplished, and respected through attention to, awareness, acknowledgment, and acceptance of differences across persons, cultures, ethnicities, sexual orientations, gender, age groups, abilities, ideas, values, beliefs, approaches and needs. This is achieved in our program through flexibility in admissions, individual planning for learning experiences, recognition of prior achievements, and adaptations and accommodations to fit learning needs. In addition, multicultural diversity issues in the science and practice of Counseling Psychology are addressed in our curriculum through specific coursework and cross-course integration. Students and faculty are expected to take on the challenge of examining their own cultural identity and understanding ways in which their cultural context interacts with the experience of clients. Our program community is dedicated to recognizing and analyzing issues of diversity, multiculturalism, and privilege in order to make more inclusive contributions to practice and research.
back to top
Admission Requirements
The PhD program in Counseling Psychology admits students directly from the baccalaureate degree as well as students with a completed Master’s degree in counseling, psychology and related fields.
Students are selected on the basis of undergraduate GPA, master’s degree GPA (if applicable), scores on the Verbal, Quantitative, Analytic and Psychology subtests of the Graduate Record Examination, references, vocational training and experiences, career goals, and perceived “best fit” by the admissions committee based on the applicant’s personal statement and the research and clinical interests of the faculty. Evaluations of pre-practicum and practicum performance are also considered in the selection of post-Master’s applicants. Doctoral graduates from a recent five-year period have had the following average grades and scores: undergraduate GPA 3.40, GRE-V 478 and GRE-Q 548. A balance between numbers of male and female students is preferred in the program. Students from minority ethnic groups are encouraged to apply.
Applications materials are available through the Graduate School and can be submitted on-line. The deadline for application for Fall 2009 is January 7, 2009.
Requirements for admission include the following:
- Eighteen (18) semester credits of undergraduate psychology including coursework in general psychology, developmental psychology, abnormal psychology, personality theory, experimental and research methods, and statistics.
- Graduate School general admissions requirements
- Completion of Graduate School application
- Graduate Record Examination
- Three letters of reference
- Personal statement addressing your career goals and fit with our training philosophy
- For students accepted at the post master’s level, a grade of B or higher in at least four graduate level counseling courses or equivalent, including Counseling Methods, Theories and Techniques of Counseling, Counseling Practicum and Research Methods.
back to top
Degree Requirements
Requirements for the Ph.D. in Counseling Psychology incorporate those of both the Department and the UND Graduate School. Details of the latter are provided in the UND Catalog. Requirements for the doctoral program include:
- Coursework in the Counseling Psychology Major
- Coursework in the Psychology Minor and the psychological foundations of behavior
- Successful Completion of Qualifying Examinations
- Coursework/experiences to fulfill two Scholarly Tools
- Accumulation of Supervised Experience in practices settings
- Successful completion of Comprehensive Examinations
- Dissertation
- Internship
The program requires three years of full-time study in residence at UND, plus a yearlong APA-approved psychology internship. Direct-admit students will need to be on campus 4-5 years in order to complete all required coursework. Students who receive their MA in Counseling from UND may apply one year of full-time MA study toward the Ph.D. residency requirement. Full-time study is defined as 12-16 semester credit hours for students without an assistantship, 8-12 credit hours for those with a quarter-time assistantship, and 6-10 credit hours for those with a half-time position.
Major in Counseling Psychology. By the end of the first year (end of second semester registered), any student admitted with qualified status (see page 174 of the UND Academic Catalogue 2001-2003), must have completed prerequisite course work. Their advisor and the Ph.D. Training Director must sign off on this.
As determined by the UND Graduate School, a minimum of 90 semester hours, beyond the baccalaureate degree, is required for the Ph.D.; this includes the Master’s degree and applicable coursework from that degree program. The following courses (or approved equivalents) in the Major area of Counseling Psychology are required, and constitute the professional specialty, reflecting those aspects of theory, practice, and research that uniquely identify it as a discipline within the larger field of psychology. Equivalent courses previously completed during Master’s degree work are judged against these for transfer credit. Courses designated with (*) are doctoral level courses, are to be taken in residence, and generally cannot be counted through transfer credit.
a. Theory Core:
| COUN 517 |
Psychological Assessment |
3 |
| COUN 518 |
Group Theory & Process |
3 |
| COUN 530 |
Theories of Counseling, Personality, and Development |
3 |
| COUN 531 |
Psychology of Women, Gender, and Development |
3 |
| COUN 532 |
Multicultural Counseling |
3 |
| *COUN 555 |
Advanced Psychological Testing |
3 |
b. Career Core:
| COUN 519 |
Career Counseling |
3 |
| *COUN 540 |
Career Counseling Theories |
3 |
c. Practice Core:
| *COUN 560 |
Supervision Theory and Technique |
3 |
| *COUN 586 |
Practicum in Supervision (2 semesters @ 1 credit each) |
2 |
| *COUN 568 |
Personality Assessment |
3 |
| *COUN 569 |
Cognitive Assessment |
3 |
| *COUN 583 |
Field Work (3 semesters @ 3 credits each) |
9 |
| |
‡ (DA’s do 5 semesters of field work total, see below for additional requirements) |
|
| *Internship |
APA – Approved Site (Enroll in COUN 996: Continuing Enrollment |
0 |
d. Research Core (plus Statistics courses in Psychology Minor):
| COUN 515 |
Research Methods |
3 |
| *COUN 551 |
Research Issues in Counseling Psychology |
3 |
| *COUN 585 |
Research Practicum (3 semesters @ 1 credit each) |
3 |
| *COUN 550 |
Dissertation |
12 |
e. Professional Core:
| *COUN 550 |
Ethics and Professional Issues in Counseling Psychology |
3 |
| |
Professional Seminar (Pending approval) |
1 |
Major total hours: Post-MA: 69
Direct-admit (DA) students will need to complete the following courses in addition to the required Doctoral level courses listed above:
| COUN 510 |
Methods of Counseling |
3 |
| COUN 516 |
Research Lab |
1 |
| COUN 565/575 |
Special Topics or Research Practicum |
3 |
| |
(3 classes @ 1 credit each; counts for both Doctoral and MA requirements) |
|
| COUN 580 |
Practicum |
4 |
| COUN 583 |
(Pre) Field Work (2 semesters @ 3 credits each) |
6 |
| COUN 997/998 |
Independent Study/Thesis |
2/4 |
back to top
Information Meeting
An informational meeting is held for all potential applicants the first Thursday of the following months: September, October, November, December, April, and May. The meeting will be in Montomgery Hall, Room 308 at 4:00pm. For more information, you are invited to contact the Training Director at cl.juntunen@und.edu or at 701-777-3740.
back to top
Training Objectives
The overall goals of our Program are to prepare entry level counseling psychologists who are well-trained in both the practice and science of the profession, and toprepare counseling psychologists who are leaders in the field, especially as it relates to serving diverse and underserved populations.
To that end, we employ a curriculum plan that integrates science, practice and attention to diversity. Program objectives for our students include acquiring knowledge and competencies in 1) the foundations of Psychology; 2) the theoretical basis of Counseling Psychology; 3) the practice of Counseling Psychology; 4) the science of Counseling Psychology; 5) the profession of Counseling Psychology; and 6) cultural and individual diversity. These objectives are achieved through an organized sequence of coursework, practica, research, participation in professional associations, and faculty mentoring.
1. The foundations of Psychology
- To have a knowledge base in the biological, social, cognitive/affective, and individual differences foundations of psychology.
2. The theoretical basis of Counseling Psychology
- To acquire knowledge of:
- The theoretical models for understanding human behavior and development;
- The theoretical models for understanding career development;
- The theoretical models for understanding psychoemotional disorders;
- The theoretical models for understanding culture, gender, race, age, sexual orientation, and other aspects of diversity among persons.
3. The practice of Counseling Psychology
- To acquire knowledge and competence in:
- The administration, scoring, interpretation, and reporting of psychological assessments, in the areas of career development, cognitive functioning, personality, and behavior;- The identification and diagnosis of psychoemotional disorders, and the use of the DSM-IV-TR;
- The delivery of career counseling;
- The use of a variety of psychotherapeutic, educational, consultative, and preventive interventions in the practice of Counseling Psychology;
- The assessment of the process and outcomes of psychotherapy and other domains of Counseling Psychology practice;
- The supervision of counseling and psychotherapy;
- Understanding the effects of culture, gender, race, sexual orientation, and age on the practice of Counseling Psychology;
- Psychotherapy and other Counseling Psychology practice areas, including sufficient supervised experience and competence for ndependent practice.
4. The science of Counseling Psychology · To acquire knowledge of:
- The scientific method and its historic and current status in Counseling Psychology;
- The variety of research issues which have been the focus of Counseling Psychology research;
- The variety of methods and approaches to conducting research in Counseling Psychology, including quantitative and qualitative methodologies;
- The effects of culture, gender, race, and age on research in Counseling Psychology;
- Competency in reviewing and critiquing the body of research literature;
- Competency in the integration of research and practice in Counseling Psychology.
5. The profession of Counseling Psychology
- To acquire knowledge of:
- The history of psychology at large;
- The history and current identity of the profession of Counseling Psychology;
- Competency in the ethics of the practice of Counseling Psychology;
- The legal issues involved in the practice of Counseling Psychology;
- The values of Counseling Psychology, and begin to develop a professional identity as a Counseling Psychologist.
6. Cultural diversity
- To acquire knowledge and competence aboutnon-majority cultures, their traditions,values, and distinctiveness;
- To develop a value of acceptance, respect,and appreciation for individual and culturaldifferences among clients, peers, and othersaffected by their professional role; - Toacquire knowledge and competence in providingCounseling Psychology services to membersof non-majority cultures;
- To acquire knowledge of the barriers andlimitations faced by members of non-majoritycultures and groups
back to top
Training Model
Educational experiences in the program, both formal and informal, are designed to reflect the persisting need of persons for rational decision-making behaviors, affective awareness, and relational skills throughout the lifespan, emphasizing personal involvement in educational, familial, and career-related events across a variety of cultures, lifestyles, and contexts. The intent, both for our students and those they will serve, is to attend to the skills used in important personal choices for the individual and in consultation with those who seriously affect the educational, familial, and work environments of others.
The practice of counseling requires significant self-disclosure and personal introspection for the person receiving counseling. Counseling students must become very familiar and comfortable working with the process of individual’s self-disclosure and introspection. Therefore, it is an essential training component of the Department of Counseling to provide assignments and classroom experiences that call for our students (i.e., counselors in training) to self-disclose and personally introspect about personal life experiences to an extent not expected in other academic disciplines. As such the department of counseling faculty is committed to and expects an atmosphere of respect and confidentiality among our students.
Here is what APA says about the ethics of requiring self-disclosure in an academic program:
Psychologists do not require students or supervisees to disclose personal information in course- or program-related activities, either orally or in writing, regarding sexual history, history of abuse and neglect, psychological treatment, and relationships with parents, peers, and spouses or significant others except if (1) the program or training facility has clearly identified this requirement in its admissions and program materials or (2) the information is necessary to evaluate or obtain assistance for students whose personal problems could reasonably be judged to be preventing them from performing their training- or professionally related activities in a competent manner or posing a threat to the students or others. (APA, 2002, 7.04)
Please note that disclosing personal information in an academic context is a requirement of this department.
Because counseling psychology is a part of the social sciences, it is inevitably bound up in values and the desire by all individuals for an interpersonal environment of safety and respect. Because Counseling Psychologists often work with individuals who have been “marginialized” in one way or another, it is imperative that those who aspire to the Ph.D. in Counseling Psychology hold tolerance to be among their most central values. Tolerance for values different from your own, and the valuing of diversity in general, is expected of all students who are accepted into the program. In particular, the program expects that students will be respectful and supportive of individuals (including, but not limited to clients, classmates, and faculty) who are different from themselves in terms of sexual orientation, race/ethnicity, national origin, age, sex, religious preference, or disability. Standards for student behavior must exceed the idea of “non-discrimination.” When students encounter classmates who are of a different ethnicity, who have a different sexual orientation, or possess different religious values, etc., it is the assumption of the program that students and faculty will work to help create a climate of safety and trust for all concerned. The program recognizes that few individuals (whether they be faculty or students) are completely free from all forms of prejudices. Furthermore, it is expected that there will be a range of attitudes and values concerning controversial issues. Nonetheless, enrollment in the program is seen as a commitment to the social value of tolerance and to the process of self-examination so that such prejudices may be evaluated in the light of both scientific data and the traditions of cooperation and mutual respect. Prospective students who have reservations about their ability to show such tolerance in all the areas listed above should understand that the program, while committed to supporting the positive personal development of all enrolled students, will not support behaviors which are judged by the faculty to be highly intolerant. Although the program will take no action to abridge one's constitutional right of free speech, tolerance for the values of others is a factor that may be used to evaluate students.
Students will, in the course of their training, inevitably encounter clients who are from different cultures, who hold different values from them, who are of different sexual orientations, etc. Students are required to honor not merely the Ethics Code of the American Psychological Association (APA), but also to be familiar with and to abide by the various Guidelines published by the APA, which address issues of diversity (Adapted from Auburn University’s Counseling Psychology Program Policy #7. Retrieved July 26, 2003, from http://www.auburn.edu/academic/education/ccp/programs.htm).
Student individual differences, preferences, and needs are considered and supported toward the development of one's own professional and theoretical identity. Concurrently, through early coursework and faculty mentoring, students are expected to develop competencies and gain experience in the science of Counseling Psychology, incorporating methodological, measurement, critical thinking, and data analytic skills. At each opportunity in their development, efforts are made to link science and practice by emphasizing a critical, thoughtful, and reasoned approach to both practice and research issues, bridged by theory. Encouraging students to actively employ the criteria of logic and science, while integrating their own unique experiences and ways of knowing and learning, is a value of the program’s faculty.
Professional development, through affiliation with organizations, attendance at conferences, and submission of research for presentation and publication is encouraged and supported. With such values, mentoring and modeling on the part of faculty are the best guarantee that students may come to appreciate and practice effective approaches to their present and future roles--whether focused upon counseling/psychotherapy, research, and/or teaching. Recent graduates have taken positions in university counseling centers, academic departments, mental health agencies, hospitals, and private practice.
The program’s faculty work closely with students in a mentoring role as they undertake 3-5 years of intensive, full-time coursework and practical experience in residence, addressing both practice and science, in preparation for the doctoral capstones of the dissertation and a year-long APA accredited pre-doctoral psychology internship. Students admitted holding the Master’s degree should expect to spend 3 years in residence; those with the Bachelor’s degree (referred to as direct-admit) should expect to spend 4-5 years in residence. Close contact and favorably small faculty-to-student ratio allow for ongoing, mutual feedback and evaluation; students are aware of their progress and remaining goals, with opportunities to contribute to improving the training experiences for themselves and other students.
back to top
Evaluation, Progress, and Continuation in the Program
Continuing, regular, and accountable monitoring of student progress in the program is essential, both for the integrity of the training program and for the benefit of students as they work to attain competence in the discipline. Students must maintain at least a 3.00 GPA for all coursework taken at UND. In addition to evaluations provided in coursework and graded experiences, there are four components to evaluation of progress. First, the program faculty conducts annual reviews of progress for each student in the program, beginning in the first year, and continuing until graduation. Input is sought from all relevant sources (including the student’s CV), satisfactory progress is asserted through a vote of the faculty, and feedback given to the student, through the Annual Review of Progress form and a letter from their advisor. If progress is unsatisfactory, details are provided to the student, along with recommendations to facilitate future satisfactory progress. Exceptional performance is also noted and communicated to students. Second, Qualifying and Comprehensive Examinations serve as formal means of evaluating academic competency in the Major. Third, the Dissertation Oral Examination is a formal evaluation of the student's scholarly competence in the production of independent research in Counseling Psychology. Finally, evaluations and certification of satisfactory completion of Internship are required. Records are kept of all evaluative data as part of the confidential student file, which is open for student and authorized personnel review, but may not be released to any other individuals, agencies or organization without the student’s written consent.
back to top
Financial Support, Graduate Assistantships, and Scholarships
Financial support for students is available through several sources. The Department regularly receives funding for eight quarter-time Graduate Teaching Assistantships (GTAs) and one quarter-time Graduate Research Assistant (GRA). GTAs assist in the instruction and supervision of master's level practitioner coursework. Quarter-time assistantships require 8 – 10 hours of work per week, half-time require 15 – 20. The two-semester quarter-time academic year stipend for GRA’s, GSA’s and GTA’s is currently $6,595.47 (1/2-time is $13,190.94). All receive a tuition waiver, increasing their total value by the amount of either resident or non-resident tuition fees. Individual health insurance, paid for by the University, is also provided. Additional coverage for family members is available, but paid for by the student. First, second- and third-year doctoral students are eligible for GTA appointments.
Non-GTA students are eligible to apply for State Board of Education Tuition Scholarships. These are usually awarded on the basis of prior academic performance (GPA). Second and third year students are eligible to apply for a limited number of University Counseling Center half-time Traineeship positions, which carry a stipend of approximately $9888.00, with a tuition/fee waiver. Two paid fieldwork positions are also available, and currently provide a stipend of $11,400, insurance coverage, and a tuition waiver. In addition, faculty periodically have grant money to support student research. This information will be provided to students as it becomes available.
The Graduate School provides a limited number of scholarships each year, and also administers distribution of the State Board of Higher Education Diversity Tuition Waivers. The Graduate School also sponsors competitive Summer Doctoral Fellowship awards. These are primarily used to spend fulltime during the summer for dissertation work. For more information, see http://www.und.edu/dept/grad/html/awards.html
back to top
Support Services
Academic support programs available to students include the Learning Services Center, the Writing Center, Career Services, and Disabled Student Services. Counseling services for students are provided, at no charge, by the University Counseling Center, and include individual, couples, and group counseling for personal/social, developmental, career, academic and substance use concerns. There is a 24-hour Crisis Response Program. Student Health Services provides free medical care to enrolled students.
Social and cultural supports programs include the International Student Centre, the Native American Cultural Center, the Women’s Center, the Scandinavian Cultural Center, the Conflict Resolution Center, Legal Aid, the Lotus Meditation Center, and various religious centers. Day Care services are available at the University Children’s Center. There is a citywide bus system, as well as a campus shuttle bus.
The Memorial Union, Lifetime Sports Center and Hyslop Sports Center provide no-or low-cost recreational facilities. There are a wide variety of recreational and social activities, films, lectures, concerts and special events; many are free to students, or at reduced prices.
back to top
Housing
Graduate student housing at UND includes residence halls, single student apartments, family housing apartments, and a mobile home park. Approximately 800 University-owned apartments are available for rents ranging from $239-650 per month for unfurnished one, two and three bedroom units. The area around campus also includes many privately owned rental houses and apartment complexes. The Housing Office maintains current listings of these. Contact the Housing Office for more information about both on- and off-campus housing, 701-777-4251 or http://www.housing.und.nodak.edu/. You can also access the Grand Forks Herald classified ads at www.gfherald.com
back to top
