Financial Support

Financial Support

Financial Support

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Financial aid is available to graduate students who have been admitted as degree candidates, are making satisfactory academic progress, are registered for a minimum of 4.5 credits, and fulfill all the eligibility requirements of the program to which they apply. The University has established that nine (9.0) semester hours of coursework constitutes full-time status. The Ph.D. Program is considered a full-time study program requiring students to register for 9 credits each fall and spring semester and 3 credits in the summer while completing coursework.

​For general graduate student aid information, see Financial Aid.

The program also offers funding in the forms of assistantships and stipends to admitted students. Funding opportunities are based on a variety of sources and change year to year.  The following opportunities are typically how we support students in the program for part-time work. Please note: no fellowships include tuition support – they are stipend only.

Research Fellowship: As a Ph.D. Research Fellow, students typically work within the Center for Access, Success, & Equity (CASE) and are assigned to projects under the direction of faculty and the Executive Director of CASE. Project assignments can vary in length and scope and are dependent on grants, programs, and project or faculty needs.  Research Fellows are typically completing a variety of research focused work under the direction of faculty that includes literature searches and reviews, IRB completion and support, program development and support, data collection, entry, and analysis, amongst other activities. 

School Partner Fellowship:  Qualified Ph.D. Students may be invited to apply to serve as instructors for a school-based teacher preparation program. The focus of the position is to serve as the liaison between the College of Education and one of our Professional Development Schools (PDSs) and teach in one of the academic departments in the area of educator preparation. The successful candidates will have a teaching philosophy guided by a commitment to diversity, social justice, cultural responsiveness, sociocultural theory and constructivism. This is an annual contract offered based upon funding availability and successful performance evaluations.  Please note: School Partner or Professor-in-Residence (PIR) position offerings and appointments are determined by Office of the Dean in conjunction with the Office of Educator Support & Partnership. Students are not guaranteed these positions and continued renewal is at the discretion of the Educator Support & Partnerships and Dean’s Offices. Responsibilities include three (3) credit hours of teaching coursework and/or clinical practice supervision along with three (3) credit hours as Professor-in-Residence at one Rowan Professional Development School (PDS). 

Teaching Fellowship: As a Teaching Fellow, students teach courses in the fall and spring semesters. It may require evening and/or Saturday classes, in addition to daytime availability and the possibility of online teaching. Teaching Fellows are assigned a maximum of 12 credits per academic year (fall and spring semesters).  Teaching Fellows would have the opportunity to teach additional courses in the summer terms if desired beyond the 12 credits for fall and spring semesters. 

Students who are awarded a fellowship can expect to renew for 3 to 4 years as long as they continue to make satisfactory academic progress in the Ph.D. program and meet the expectations of the fellowship each year.

The Ph.D. in Education program also provides travel support, professional development, and mentoring for those selected to be a part of the Holmes Scholars Program.  The Holmes Scholar Network supports doctoral students from historically underrepresented backgrounds pursuing careers in education at American Association of Colleges for Teacher Education (AACTE) member institutions.