> > Graduate Student Funding: College of Technology | ScholarshipsStudents are encouraged to apply for scholarships and can refer to the college website for a list of current scholarships and deadlines . Requirements and deadlines for scholarships vary by scholarship. AssistantshipsGraduate student assistants are graduate students in good standing enrolled full-time who hold a graduate student appointment requiring the performance of such duties as classroom instruction, academic advising, reading papers and examinations, supervision, or research responsibilities. There are five graduate student appointment categories at University of Houston, including the positions of teaching fellow (TF), teaching assistant (TA), instructional assistant (IA), research assistant (RA), and graduate assistant (GA). We have 461 disability PhD Projects, Programmes & ScholarshipsAll disciplines All locations Institution All Institutions All PhD Types All Funding disability PhD Projects, Programmes & ScholarshipsPara-athletes’ negotiations of menstruation, disability, and their athletic identity: a qualitative investigation (vc24077), phd research project. PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches. Funded PhD Project (UK Students Only)This research project has funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions. Critical, Decolonial and Neurodiversity Affirming Appproaches in Studying Communication and DisabilitySelf-funded phd students only. This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts. Representations of illness and/or disability and/or the National Health Service in British film and televisionSub-continent religious traditions, disability (non-normative bodies), ableism, microaggressions and the law, gif cdt: public perceptions of carbon capture & storage (ccs), competition funded phd project (students worldwide). This project is in competition for funding with other projects. Usually the project which receives the best applicant will be successful. Unsuccessful projects may still go ahead as self-funded opportunities. Applications for the project are welcome from all suitably qualified candidates, but potential funding may be restricted to a limited set of nationalities. You should check the project and department details for more information. Digital hydraulic fluid power technologiesFunded phd project (students worldwide). This project has funding attached, subject to eligibility criteria. Applications for the project are welcome from all suitably qualified candidates, but its funding may be restricted to a limited set of nationalities. You should check the project and department details for more information. GIF CDT: Scaling industrial decarbonisation with data and financeGif cdt: understanding user needs for the adoption of hydrogen energy products, gif cdt: advancing decarbonisation technologies: a focus on dispersed high-energy use sites, study of ionospheric propagation disturbances, funded phd project (european/uk students only). This project has funding attached for UK and EU students, though the amount may depend on your nationality. Non-EU students may still be able to apply for the project provided they can find separate funding. You should check the project and department details for more information. GIF CDT: Engaging marginalised communities in energy developmentsIdentifying challenges towards dietetic rehabilitation in the recovery of survivors of critical illness, competition funded phd project (uk students only). This research project is one of a number of projects at this institution. It is in competition for funding with one or more of these projects. Usually the project which receives the best applicant will be awarded the funding. The funding is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions. GIF CDT: Advancing Low Carbon Fuel Infrastructure: A Quantitative Whole System Approach to Enable Sustainable Energy Solutions and MobilityRevealing abledment: ableism and the body politic. FindAPhD. Copyright 2005-2024 All rights reserved. Unknown ( change ) Have you got time to answer some quick questions about PhD study? Select your nearest cityYou haven’t completed your profile yet. To get the most out of FindAPhD, finish your profile and receive these benefits: - Monthly chance to win one of ten £10 Amazon vouchers ; winners will be notified every month.*
- The latest PhD projects delivered straight to your inbox
- Access to our £6,000 scholarship competition
- Weekly newsletter with funding opportunities, research proposal tips and much more
- Early access to our physical and virtual postgraduate study fairs
Or begin browsing FindAPhD.com or begin browsing FindAPhD.com *Offer only available for the duration of your active subscription, and subject to change. You MUST claim your prize within 72 hours, if not we will redraw. Do you want hassle-free information and advice?Create your FindAPhD account and sign up to our newsletter: - Find out about funding opportunities and application tips
- Receive weekly advice, student stories and the latest PhD news
- Hear about our upcoming study fairs
- Save your favourite projects, track enquiries and get personalised subject updates
Create your accountLooking to list your PhD opportunities? Log in here . Filtering Results How Federal Pandemic Aid Impacted Schools- Posted June 26, 2024
- By Elizabeth M. Ross
- Disruption and Crises
- Education Finances
- Education Policy
- Education Reform
- Student Achievement and Outcomes
K–12 schools received nearly $190 billion in federal relief during the COVID-19 pandemic, 90% of which went directly to local districts. Financially disadvantaged districts received the most aid money, but how effective was the money at helping students make up the learning they missed during the pandemic? Answers can be found in new research which measured the impact of the spending by looking at the average test scores in reading and math from the spring of 2022–2023, for students in grades 3–8. The researchers were not able to assess which intervention strategies were the most effective because school districts were not required to report how they spent the funds they received. Professor Thomas Kane , economist and co-author of the new report from the Center for Education Policy Research at Harvard University and The Educational Opportunity Project at Stanford University, explains the role that federal relief money played in the academic recovery story in 29 states. Could you summarize what you found out about the impact of the federal relief money on student achievement during the 2022 to 2023 school year? We found that $1,000 of federal aid per student that a district spent during the 2022–2023 school year was associated with a 0.03 grade equivalent rise in math achievement (or approximately 6 days of learning) and in reading, the effects were somewhat smaller, a 0.018 grade equivalent (or approximately 3 days of learning). So, the effects were not huge. I think readers might look at that and say, oh gosh, that's a small effect. But what people don't realize is just how strongly related to longer-term outcomes test scores are. So, although the impacts per dollar spent were not large, given the relationship between K–12 test scores and earnings later in life, our estimates imply they were large enough to justify the investment. In the conclusion of your report, you say that the average recovery was actually larger than what you expected based on your estimate of the effect of the spending. Why was that? We were surprised when we first got the 2022–2023 data and saw the total magnitude of the gains that year. They were 170% as large as the average annual improvement during the last period of rapid growth in achievement, between 1990 and 2013, in math and double the improvement in reading during that time period. In this report, we investigated the role that the federal aid played in that growth. Our primary challenge was sorting out how much of the growth was due to spending, versus how much of the growth was related to community poverty — since poorer districts received more aid on average. We took several different approaches to doing that — for instance, using state differences in the Title I formula on which the funding was based and finding high-poverty districts which received large grants (because of the state they were in or because of anomalies in the aid formula) and similarly high-poverty districts with much smaller grants but similar prior trends in achievement. We tried multiple approaches and found similar answers each way we looked at it. We're still surprised, partially because of the news over the past few years of districts spending the federal relief on athletics fields and across-the-board pay raises and the implementation challenges districts faced when trying to implement tutoring or recruiting students to summer school. But the dollars seem to have had an impact. "Imagine if, at the beginning of the pandemic, the federal government did not even try to coordinate efforts to develop a vaccine. Instead, suppose they took all that money and sent it to local public health departments, saying, 'You figure it out.' Some would have succeeded, but many would have failed. That’s exactly what happened in the K–12 response." Professor Thomas Kane In your report you suggested that parental help at home, efforts on the part of teachers and students, and possibly increases in spending at the local level may have played a role in the recovery effort. And it's interesting because I remember the last time I talked with you , you mentioned your concerns about the lack of coordination with the spending of the federal relief money. Is that still a concern? Yes, in some ways the federal aid was like the first stage of a rocket — it got us started but was broadly focused and ultimately insufficient to get us all the way there. Part of that was due to a lack of coordination. Each district was developing and implementing plans largely on their own. It could have been much more effectively spent. For instance, research suggests that the cost effectiveness ratio for a high-dosage tutoring program was roughly 10 times as large as the cost effectiveness we found for each $1000 in aid spent. In the report, we also recommend efforts states should be doing now to continue the recovery, because it's pretty clear that there won't be another federal package, given what's happening in Washington. It’s alarming, but it’s just not on the radar screen of most governors — including here in Massachusetts, where the highest-poverty districts have actually lost additional ground since the pandemic. States have spent the last few years watching districts spend down their federal pandemic relief dollars, not recognizing that the recovery will not be complete when the federal dollars run out. Simply going back to business as usual will leave a lot of our neediest communities further behind than they were before the pandemic. So, we're hoping that these results become a call to action at the state and local level. It’s in governors and state legislators’ hands now. If they don’t step up, poor children will end up bearing the most inequitable and longest lasting burden from the pandemic. The aid did, by our estimates, seem to have a disproportionate effect on high-poverty districts, mostly because they got a lot more money. But that wasn't enough to completely offset the losses. The highest-poverty districts remain behind as well as the middle-income districts. The wealthiest districts we anticipate will be back to 2019 levels soon, not because they received much federal aid — they did not — but because they did not fall very far behind in the first place. Are there lessons to be learned overall from the pandemic recovery effort? I do think it would have been beneficial to give federal regulators and state governments more opportunities to coordinate local efforts — like to plan statewide tutoring programs or to plan statewide summer learning programs. Most of the bigger districts would have had the staff to plan their own efforts, but the medium and smaller districts, they didn't necessarily have the bandwidth to be thinking about planning for major summer learning initiatives and tutoring programs. I think granting states, and the federal government, more say in approving local recovery plans, in ensuring that what districts were planning were sufficient to help students catch up and giving states more money to coordinate efforts would have helped. Imagine if, at the beginning of the pandemic, the federal government did not even try to coordinate efforts to develop a vaccine. Instead, suppose they took all that money and sent it to local public health departments, saying, “You figure it out.” Some would have succeeded, but many would have failed. That’s exactly what happened in the K–12 response. 90% of the federal aid went directly to local school districts. Some figured it out, but many did not. States and districts should have plans on the shelf for what happens in the next pandemic. I'm sure there are individual schools that will say that they know exactly what they would do next time. But there has not been that sort of learning at the state level — since most states just took a back seat. I have not heard much planning at the state or federal level about what they would do differently next time — and how they might plan for a major tutoring initiative or assembling materials for summer learning, etc. We're not going to have better coordination next time unless somebody starts planning now. The latest research, perspectives, and highlights from the Harvard Graduate School of Education Related ArticlesNew Research Provides the First Clear Picture of Learning Loss at Local LevelDespite Progress, Achievement Gaps Persist During Recovery from PandemicNew research finds achievement gaps in math and reading, exacerbated by the COVID-19 pandemic, remain and have grown in some states, calls for action before federal relief funds run out To Get Kids Back on Track After COVID: Shoot for the MoonFind Aid You NeedWhether you’re taking your first steps toward a college degree or you’re a parent planning for your child's educational future, HESC is here to help you understand the paths to financial support to make higher education accessible and affordable. The right financial support can help bridge the gap between ambition and achievement. Start your journey here with the knowledge and tools you need to make informed decisions about financing your education in New York State. Have you filled out your FAFSA?The Free Applications for Federal Student Aid (FAFSA) is a critical step in helping you find money to help pay for college. If you are a high school senior and haven’t submitted your FAFSA yet, start now and take advantage of the opportunities that the FAFSA can provide. Money You Don’t Have to Pay BackNYS Grants & ScholarshipsNYS Loan Forgiveness ProgramsJavascript required to play video 5 Things to Know About TAPExcelsior Scholarship - What to KnowOther sources of financial aid, federal grants, work study, and loan forgiveness. In addition to programs available for New York State residents and/or their dependents, you may be eligible for federal grants, work-study, and loan forgiveness programs that can also help you pay for college. Federal Grants may be awarded based on financial need, as demonstrated on the Free Application for Federal Student Aid (FAFSA), and do not need to be repaid. Additional federal grants may be awarded based on intent to teach in a school that serves low-income families or students whose parent or guardian was a member of the U.S. Armed Forces and died as a result of service performed in Iraq or Afghanistan after September 11, 2001. Federal Work-Study provides part-time employment options for students with financial need. Federal Loan Forgiveness programs may forgive or cancel the balance of your education loans in exchange for performing a qualifying service for a defined period of time. To learn the details, including tax implications and other qualifying factors involved in the above financial aid programs, visit our Federal Grants & Work Study page . School-Based Institutional ScholarshipsColleges may provide institutional grants and scholarships to help families afford college. Keep the following in mind: - Fill in your FAFSA every year . Institutions evaluate financial aid applications each year using the FAFSA as well as other documents.
- Know your award type . Depending on the type of school, financial awards may be based on academic merit, artistic or athletic talent, financial need, or other factors.
- Check the school website . Each college's financial aid website provides information about institutional grants and scholarships.
Private ScholarshipsPrivate scholarships provide funding for students who meet the requirements specified by the organization providing the funds. What you need to know about private scholarships: - You can apply for as many private scholarships as you want.
- There is usually a separate application process for private scholarships.
- Private scholarships may have an impact on your overall financial aid package.
- Local organizations or businesses may offer scholarships to students who plan to study at a regional college or who plan to pursue a degree in a particular field of study. Check with your High School Guidance Counselor for details about local and regional scholarships.
Search private scholarships: - College Board’s Big Future
- Fastweb Scholarship Search
- Scholarships.com
- Career One-Stop Scholarship Search
Student LoansSpecial groups. - Youth In Care
- Military and Veteran Families
- Adult/Returning Students
- Students with Disabilities
New York State Higher Education Services Corporation 99 Washington Avenue Albany New York 12255 © Higher Education Services Corporation This website uses cookies to measure traffic and improve your experience. Declining tracking cookies will set a single cookie to remember your preference. You can manage your cookie preference at any time and learn more by visiting our Privacy Policy . - Skip to content
- Skip to this site's menu
- Skip to search
Welcome to Brock UniversityInformation for. - Future students
- Current students
- International
- Professional and Continuing Studies
- Community partners
- Alumni and donors
- Faculties & Departments
- Graduate Studies
- Teaching & Learning
- Academic Integrity
- Research @ Brock
- Institutes and Centres
- Research services
- Brock innovation
- Transdisciplinarity at Brock
- Funding opportunities
- About Brock
- Visitor information
- Careers @ Brock
- A–Z directory
Quick links- Student Email / 365
- my.brocku.ca
- Brightspace
- Office of the Registrar
- Campus Store
- Brock Sports
- Important Dates
- Students’ Union (BUSU)
- Graduate Students’ Union (GSA)
- The Brock News
- Events around campus
- Faculty and Staff directory
- Campus Safety
- Faculty and Staff Login
- Faculty and Staff Email
- ITS Help Desk - Password Resets
- Brock U Home
Want to go to Brock but not sure where to start? We can help.- How to apply
- Undergraduate students
- Graduate students
- Teacher education
- Continuing education
Our programs- Undergraduate programs
- Graduate programs
- Spring / Summer courses
- Online Learning
- Take a virtual tour
- Book a campus tour
- Living at Brock
- Smart Start
More information- Admissions @ Brock
- Important dates
- Financial aid
- Request information
Graduate Studies and Postdoctoral AffairsIn this section. - Meet the Dean
- Meet our graduate students
- International agreements, sponsorships, and scholarships
- English Language Proficiency
- Study permits and work permits
- International Student Ambassador Award Program
- Frequently asked questions
- Living in Niagara
- Students with disabilities
- Understanding your offer of admission
- Why Brock Graduate Studies
- New Students
- Course-Based Students
- Research-Based Students
- International Students
- Important Dates and Forms
- Registration
- Who to Contact
- Graduate Students’ Association
- Conference funds
- FGSPA Awards
- Funding information
- Graduate Funding FAQs
- Graduate studies bursary funds
- Internal scholarships and awards
- Research Awards and Scholarship Opportunities
- Academic Writing Supports
- Graduate Studies Courses
- GRADvantage
- MNK Research Conference
- Three Minute Thesis (3MT)
- Events Calendar
Prospective Graduate Student Contact Form*COLLECTION NOTICE Brock University protects your privacy and your personal information. The personal information requested on this page is collected under the authority of The Brock University Act, 1964 , and in accordance with the Freedom of Information and Protection of Privacy Act (FIPPA). The information provided will be used by the University to continue the conversation with you about being a Brock student. As part of our remarketing campaigns, you may also see advertising or messaging from the university on other sites on the internet. Current StudentsFaculty news. - Thesis defences — July 2 to July 5 June 27, 2024
- Research shows links between sensitivity and connection to nature June 26, 2024
- Thesis defences — June 24 to June 27 June 21, 2024
Connect with usHelpful links. - Emergency contacts
- Mental Health and Wellness
- Financial information
- Contact Brock University
- Media relations
- Website feedback
Every gift makes a difference. Copyright © 2024 Brock University Non-discrimination Policy University policies Privacy Accessibility Niagara Region 1812 Sir Isaac Brock Way St. Catharines, ON L2S 3A1 Canada +1 905-688-5550 We acknowledge the land on which Brock University was built is the traditional territory of the Haudenosaunee and Anishinaabe peoples, many of whom continue to live and work here today. This territory is covered by the Upper Canada Treaties and is within the land protected by the Dish with One Spoon Wampum agreement. Today this gathering place is home to many First Nations, Metis, and Inuit peoples and acknowledging reminds us that our great standard of living is directly related to the resources and friendship of Indigenous people. We use cookies to improve your overall web experience. By using our website you consent to our use of cookies in accordance with our Privacy Policy I agree - Career Advice
- Advancing in the Faculty
Supporting Dissertation Writers Through the Silent StruggleWhile we want Ph.D. students to be independent, our practices can signal that we’re not available to support them when they need it, writes Ramon B. Goings. By Ramon B. Goings You have / 5 articles left. Sign up for a free account or log in. shapecharge/iStock/Getty Images Plus Consider the following discussion. A student tells me, “I have so much going on right now. I’m trying to write this dissertation, take care of my mom and raise my kids. I’m giving to everyone else and have nothing left to write.” “Thanks for sharing,” I respond. “Have you reached out to your adviser to discuss what is happening and see what resources you might be able to access?” “My adviser said they will meet with me when I have a document ready for them to review. They are too busy,” the student says. “I’ve just been struggling in silence and don’t know what to do.” This conversation highlights the reality for many doctoral students—they may experience hardships in silence. The doctoral journey is an interesting experience during which students are provided structure through coursework and then, once they enter the dissertation phase, that structure is removed. They usually are in a position where they have to manage everything themselves. As faculty members, we try to provide the space of intellectual curiosity for our students and allow them to explore their dissertation topics. However, while we want students to be independent, our practices can signal that we are not available to support them when they need it. What are some strategies that we should consider implementing to support our students who too often struggle in silence? Below are three that I have implemented in my chairing process. Create an environment where students can share. Students want to meet our expectations and standards. Yet in efforts to not burden us, some students may choose not to reach out to us when they are experiencing challenges. In some instances, they also do not come to us due to the fear—and, at times, the reality—that they will face adverse consequence for doing so. While that can occur during the coursework phase, it is even more common when students are writing their dissertations, because they believe they must be independent scholars and figure everything out on their own. To combat those situations, we as dissertation chairs must first create an environment where students can feel comfortable to share what they are going through. One simple way to foster that type of relationship is to first ensure that you make time to meet regularly with your advisees. While that may seem to be an obvious practice, I often hear from doctoral students, like the one in the opening vignette of this article, that they find it challenging just to get on their chair’s calendar. That can unintentionally signal to them that we as faculty members are not available. As a faculty member, I know we have many demands on our time. To support my students, I have dedicated times each week when students can meet with me as needed. Making the time consistent on my calendar allows me to ensure other activities do not get in the way of meeting with students. To be more efficient, I created a special Calendly meeting link that has time slots open for students to schedule. Programs should also have regular faculty meetings to discuss student academic progress, along with any well-being challenges such as mental health and/or life challenges. Sometimes a student is more comfortable talking with a faculty member who is not on their dissertation committee, and having such conversations can provide a space for all faculty members to learn what is going on and potentially troubleshoot before a student’s difficulties gets worse. Choose your words with care. As dissertation chairs, our words hold significant power with our advisees. Those words become even more important when our students are experiencing personal and/or professional challenges. To illustrate this point, I offer you one word that, when used, can be a trigger for students: concern. Students have told me that if we use the word “concern” when talking with them, it signals something is drastically wrong with what they are doing. So if I am relaying information—especially feedback—to students, I ask myself the following before I speak: - Is what I need to share truly a concern? For example, some students receive a concern comment when minor or moderate editorial changes—grammar, syntax, formatting and the like—are needed. While those must be fixed, they don’t usually rise to the level of concern that impacts the integrity of the study, a misalignment between the research questions and methodology.
- Can I express my thoughts in a more detailed way rather than just expressing concern? In the example above, if I thought the student’s editorial work needed updates, I would explain that to them and provide examples on how the student can make the changes that I am requesting.
I am certainly aware that interpretation is important, but while students can take feedback from us on their work, I have learned to be reflective about what I say. It can influence their self-confidence, a key component for completing the dissertation process. Editors’ Picks- University of Arizona’s Controversial UAGC Consolidation Moves Forward
- A New Guide for Responsible AI Use in Higher Ed
- Higher Ed Has Questions for Biden and Trump
Understand your role is not a problem solver but solution facilitator. When I talk with other faculty members, some are quick to declare they are scientists, not therapists, so supporting their students’ distinct life challenges isn’t in their job description. I also agree that it’s not our role as faculty members to solve students’ problems for them. But we can provide a listening ear and, most of all, connect students to the various resources that can support them in their decision making. For instance, a chair I know was advising a doctoral student who was communicative when writing their proposal and moved through the process fairly quickly. Then, after the student collected their data, the chair noticed that the student slowed down their progress and that when they met the student exhibited some uncharacteristic behaviors. Fortunately, the two had established a positive rapport, so the faculty member was able to learn that the student was unexpectedly taking on caregiving responsibilities for a sibling while experiencing some housing instability. In that case, the faculty member was able to connect the student with a campus resource for caregivers and, through it, the student was able to find housing support. I know many faculty members are already engaging in the practices that I’ve suggested, but I continue to encounter doctoral students at the dissertation phase who are suffering in silence. I invite you to share with me in conversations on X any other successful strategies you’ve implemented to support your doctoral students. My mission is to bring to light some of these ideas so we can make our graduate programs spaces where our students can flourish. Ramon B. Goings ( @ramongoings ) is an associate professor in the language, literacy and culture doctoral program at the University of Maryland, Baltimore County, and founder of Done Dissertation . Generative AI and the Problem of (Dis)TrustA year and a half into the generative “AI” moment, the ability to trust students may be the biggest casualty, Jacob R Share This ArticleMore from advancing in the faculty. Introducing the Engaged Associate ProfessorMany of us are stuck well beyond the time it’s supposed to take to reach the rank of full professor, but that doesn't Strategies for a Successful Semester-Long SabbaticalIt can involve continued university responsibilities and geographical restrictions, writes Christine Tulley, who advi Higher Education Is Not a MusicalThe narrative that faculty can overcome anything through individual agency may be similar to that of a Broadway hit, - Become a Member
- Sign up for Newsletters
- Learning & Assessment
- Diversity & Equity
- Career Development
- Labor & Unionization
- Shared Governance
- Academic Freedom
- Books & Publishing
- Financial Aid
- Residential Life
- Free Speech
- Physical & Mental Health
- Race & Ethnicity
- Sex & Gender
- Socioeconomics
- Traditional-Age
- Adult & Post-Traditional
- Teaching & Learning
- Artificial Intelligence
- Digital Publishing
- Data Analytics
- Administrative Tech
- Alternative Credentials
- Financial Health
- Cost-Cutting
- Revenue Strategies
- Academic Programs
- Physical Campuses
- Mergers & Collaboration
- Fundraising
- Research Universities
- Regional Public Universities
- Community Colleges
- Private Nonprofit Colleges
- Minority-Serving Institutions
- Religious Colleges
- Women's Colleges
- Specialized Colleges
- For-Profit Colleges
- Executive Leadership
- Trustees & Regents
- State Oversight
- Accreditation
- Politics & Elections
- Supreme Court
- Student Aid Policy
- Science & Research Policy
- State Policy
- Colleges & Localities
- Employee Satisfaction
- Remote & Flexible Work
- Staff Issues
- Study Abroad
- International Students in U.S.
- U.S. Colleges in the World
- Intellectual Affairs
- Seeking a Faculty Job
- Seeking an Administrative Job
- Advancing as an Administrator
- Beyond Transfer
- Call to Action
- Confessions of a Community College Dean
- Higher Ed Gamma
- Higher Ed Policy
- Just Explain It to Me!
- Just Visiting
- Law, Policy—and IT?
- Leadership & StratEDgy
- Leadership in Higher Education
- Learning Innovation
- Online: Trending Now
- Resident Scholar
- University of Venus
- Student Voice
- Academic Life
- Health & Wellness
- The College Experience
- Life After College
- Academic Minute
- Weekly Wisdom
- Reports & Data
- Quick Takes
- Advertising & Marketing
- Consulting Services
- Data & Insights
- Hiring & Jobs
- Event Partnerships
4 /5 Articles remaining this month. Sign up for a free account or log in. |
IMAGES
VIDEO
COMMENTS
There are two parts to the Scottish postgraduate funding: from 2024/25 academic year, a tuition-fee loan of up to £7,000 is available for tuition fees and paid directly to your university and £6,900 is available for living costs. You will make repayments on an income-contingent basis, at 9% of income over £27,660 a year.
American Foundation for the Blind. Amount: $1,000-$2,500. Deadline: Late May. Visual disabilities: AFB offers numerous scholarships to graduate students with visual disabilities, including one for individuals studying a topic related to rehabilitation or education of blind individuals.
The National Foundation for the Blind reports that 13.7 percent of individuals with a visual disability hold a bachelor's degree or higher, while a study by Hands & Voices found that approximately 2.1 percent of all students with hearing disabilities currently hold a master's degree. The section that follows was designed to create awareness ...
The first step in completing a PhD while managing a disability or illness is the applications process. Applying for a PhD with a disability may seem a little daunting. But your experience doesn't necessarily have to be any different to that of another student. You won't normally have to disclose a disability when applying for a PhD.
Wales - £31,831. Northern Ireland - £10,469. Disabled PhD students in Scotland receive DSA at the undergraduate rate. This breaks down into a basic allowance of up to £1,725, a large items allowance of up to £5,160 and a non-medical personal help allowance of up to £20,520. You may also submit additional claims for travel expenses.
Our expectations for research organisations, supervisors and students are set out in the statement of expectations for doctoral training. You could get: a minimum stipend of £19,237 per year for your living costs, which is paid to you in regular instalments. support for your tuition fees (minimum £4,786 per year)
For PhD students with disabilities, the ATA can provide funding for assistive technology that enables students to complete academic tasks like notetaking, writing, and conducting research. PhD students can use this funding to purchase speech-to-text software, specialized keyboards, Braille printers, and a variety of other tools that help ...
Goldsmiths Disabled Students' Scholarships - Scholarships for UK nationals to study an undergraduate degree at Goldsmiths, University of London. Oxford-Wadham Graduate Scholarship for Disabled Students - Open to home, EU and overseas students, this scholarship provides 100 percent of the home/EU tuition fee rate and a grant for living ...
Funding for disabled students in higher education. This information applies to England and Wales. Student loans can help with course fees and living costs while you study. You can apply for funding to cover extra costs if you are disabled. This includes Disabled Students' Allowance (DSA) and bursaries from universities or charitable trusts.
Some financial support and funding opportunities may be available for disabled applicants. If you're awarded funding from one of the seven Research Councils, you will be eligible to apply for Disabled Students' Allowances (DSAs) from your funding body. If you are a home student funded by a body that does not have Disabled Students' Allowances ...
The Disability, Diversity and Inclusion initiative invites Expressions of Interest for a PhD. Project proposals are invited from a broad range of disciplines in one or more areas that align with the Initiative's research focal points, such as social justice, safety, policy or service innovation. The Initiative is committed to creating opportunities for and fostering the development of people ...
These bursaries, grants or scholarships may be specifically available to disabled students, to help with general living and study expenses, to help you to achieve a particular goal, or to pursue certain activities. On the other hand, they may be completely unrelated to your impairment or condition - perhaps for specific subject areas, or ...
In England, Wales and Northern Ireland, the maximum amount for 2016/17 entry is £10,362 per year, which covers everything. In Scotland, DSAs are available at the undergraduate rates. PGCE and other ITT courses are eligible for DSAs at the undergraduate rates. Most Research Council funded study includes DSAs at the undergraduate rates.
The AAAS Entry Point Program is a national effort to discover and develop talent among undergraduate and graduate students with disabilities who demonstrated a talent and interest in pursuing a STEM career. ... The Accelerate Fellowship is a year-long program that gives mid-level disabled screenwriters $40,000 in funding, bespoke mentorship ...
Disability Scholarships for Graduate Students. While some of the disability scholarships above are open to undergraduate and graduate students, there are also awards that specifically target grad students with disabilities. These are designed to make earning a higher-level degree - such as a Master's or Doctorate - more affordable for ...
The types of available scholarships for disabled students can vary based on the scholarship's eligibility criteria. There are more general scholarships that disabled students can be eligible for and apply for. General scholarships are usually either essay or no-essay scholarships. ... Scholarships for Graduate Students; MBA Scholarships; PhD ...
Open to all U-M students, staff, faculty, and surrounding community, they offer opportunities for scholarships, emergency grants, sponsorship's, fellowships, and more for a range of situations and life circumstances. Dow Sustainability Fellows Program provides a range of awards for graduate students and post-docs committed to working on ...
The legal rights of disabled PhD students in the UK are protected by the Equality Act 2010. This stops a higher education institution from discriminating against you on the basis of a disability. It also prevents you from being disadvantaged because of your disability (for example, by being unable to access buildings and facilities).
Disabled Students UK's latest report was created in collaboration with Pete Quinn Consulting and the BBSRC funded Oxford Interdisciplinary Bioscience Doctoral Training Partnership, and assesses the current situation for disabled PhD students in STEM. It recommends 4 solutions to improve the disabled student experience: Address gaps in the provision of individualised support and clarify which ...
Multiple awards worth $250 - $1,800. Deadline Jun 30, 2024. Grade Level College Students. Get Started. The Hearing/Visually Impaired Student Grant Program was established to provide funding for undergraduate Wisconsin residents, enrolled at in-state or eligible out-of-state public or independent institutions,….
35 Scholarships for Students with Disabilities. In most cases, applicants will need to have a documented disability as an eligibility requirement to receive a disability scholarship. It's important to note that there are many disability scholarship opportunities. Different groups offer these scholarships based on varying criteria.
For postgraduate students in England, Wales or Northern Ireland in 2018-2019 the total amount is up to £10,993 and this is increasing to £20,000 for the academic year of 2019-2020 to bring it closer to the funding offered to undergraduates. Scottish postgraduate students receive a single allowance for basic costs of £1,725, an additional ...
Students in the Molecular, Cellular, and Developmental Biology PhD program receive up to five years of financial support that includes tuition, a full stipend, and health and dental insurance. This financial support remains in place through the entire program as long as the student continues to make good progress toward the degree (including ...
Requirements and deadlines for scholarships vary by scholarship. Assistantships Graduate student assistants are graduate students in good standing enrolled full-time who hold a graduate student appointment requiring the performance of such duties as classroom instruction, academic advising, reading papers and examinations, supervision, or ...
Providing up to $3 million in financial assistance in the form of $3,000 grants to eligible students re-enrolling at a qualifying institution. ... Students from all parts of Ohio pursuing careers in the STEM fields gathered in the Statehouse Atrium to display and discuss their work as part of the annual Choose Ohio First Scholar Showcase.
University of Reading School of Psychology & Clinical Language Sciences. This project focuses on examining language, communication and disability from a critical and decolonial perspective. Specifically, the project uses an intersectionality approach in understanding the construction of disability and the impact of such construction on labelled ...
We found that $1,000 of federal aid per student that a district spent during the 2022-2023 school year was associated with a 0.03 grade equivalent rise in math achievement (or approximately 6 days of learning) and in reading, the effects were somewhat smaller, a 0.018 grade equivalent (or approximately 3 days of learning).
Federal Grants may be awarded based on financial need, as demonstrated on the Free Application for Federal Student Aid (FAFSA), and do not need to be repaid. Additional federal grants may be awarded based on intent to teach in a school that serves low-income families or students whose parent or guardian was a member of the U.S. Armed Forces and ...
Niagara Region 1812 Sir Isaac Brock Way St. Catharines, ON L2S 3A1 Canada +1 905-688-5550
While we want Ph.D. students to be independent, our practices can signal that we're not available to support them when they need it, writes Ramon B. Goings. Consider the following discussion. A student tells me, "I have so much going on right now. I'm trying to write this dissertation, take care of my mom and raise my kids. I'm giving to everyone else and have nothing left to write ...