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Doctor of Education (Ed.D.) in Leadership and Learning in Organizations

The online program from vanderbilt peabody college of education and human development, request more information.

Ranked as a top-6 education school in the nation by  U.S. News & World Report  in 2023, Vanderbilt Peabody College of education and human development offers the transformative Peabody experience to forward-thinking leaders inspired to drive organizational change across industries . 1

vanderbilt phd in higher education

Gain Critical Leadership Skills for Any Industry

vanderbilt phd in higher education

Earn an Ed.D. from a Top-Ranked Education School 1

vanderbilt phd in higher education

Apply New Practices Directly to Your Career

Vanderbilt Has the #1 Online Doctorate in Education, According to Fortune Education 2022 Rankings 2

Peabody College faculty developed the doctor of education (Ed.D.) in leadership and learning in organizations with the aim of bridging the divide between theory and practice. The curriculum they built equips Ed.D. students with the deep understanding and contextual experience they need to implement positive change in diverse career fields and communities.

Visit the Ed.D. admissions page to view upcoming deadlines and application requirements.

The Vanderbilt Peabody Online doctoral program is  designed for mid-career professionals who have at least three years of leadership experience . While ranging in age and background, all students in the online Ed.D. have this in common: They are motivated to build on their organizational leadership skills and are committed to creating meaningful change within their industry. 

vanderbilt phd in higher education

Build on a Strong Leadership Foundation

Earn a Peabody Online Doctor of Education.

Advancing Your Career in Education and Organizational Leadership

Leaders who want to improve organizations — to drive better results for the people they serve — will find an effective path for advancement in the Peabody Online Ed.D.

Whether corporate, nonprofit, educational, or governmental, workplace communities need support and direction to foster development, leverage resources, create solutions, and resolve complex challenges . The Ed.D. develops inquisitive, results-oriented professionals who can confidently drive widespread change.

Peabody Online Ed.D. students will strengthen their skills in:

  • Organizational communication
  • Management and leadership
  • Inquiry and assessment of systemic issues
  • Data analytics for leadership
  • Learning and program design

The Ed.D. curriculum prepares students to identify, assess, and resolve organizational challenges from a learning and design perspective, which teaches students to make a positive impact in any industry. Through intensive, applied learning, professionals in the program will be empowered to implement advanced techniques that improve their day-to-day efficacy and long-term career success.

“My peer group is spectacular. It’s just an incredible group of very motivated, bright, and kind people from a lot of very different backgrounds . When I first started the program, I did wonder if I would be the only one who did not come from academia or a teaching background, and that’s very much not the case.”

Amrita Bhowmick, Ed.D. ’22 Chief community officer at Health Union Chapel Hill, North Carolina

vanderbilt phd in higher education

Ph.D. vs. Doctorate in Education

Both a Ph.D. in education and a doctorate in education (Ed.D.) are advanced doctoral degrees that emphasize the study of learning and development, but they  differ greatly in curricular and research content, and in potential career outcomes .

An Ed.D. is for professionals who want to solve organizational challenges and improve their abilities as leaders in a wide range of industries and settings.

A Ph.D. in education is for those pursuing a career in education research or teaching within a college or university setting.

If you are wondering “What is a doctorate in education?” or have other doctoral degree-related questions,  visit our Ed.D. vs. Ph.D. page .

vanderbilt phd in higher education

What Can I Do with a Doctorate in Education?

Ed.D. programs typically explore advanced management practices, leadership theory, the science and structure of organizations, and curriculum development. While students may apply these subjects to education, they are not limited to this field. The range of curricular topics prepares many Ed.D. graduates to advance in their current positions or seek out new leadership opportunities across industries.

The Peabody Online Ed.D. places a unique emphasis on organizational leadership . The program focuses on three core areas: leadership theory and practice, learning and design, and data analytics. Students examine these subjects as they apply to any organization, be it a higher education institution, a private company, a nonprofit, or a community group. Grounded in theory and practice, this focused study empowers graduates to improve outcomes within any organizational system.

Ed.D. Career Options

Graduates may advance in or enter fields such as:

  • Public policy
  • Human resources
  • Health care
  • Government and military
  • Criminal justice

Students may advance in or rise into leadership roles such as:

  • Chief learning officer
  • Policymaker or analyst
  • Educational consultant
  • Director of human resources
  • Training and development manager
  • Academic dean
  • Superintendent

Top executives, such as chief learning officers or school superintendents, have an annual median salary of $107,680. 3

Take the Next Step toward Advanced Leadership

Now is the time to start your Peabody Online application or request additional information. Scholarships are available.

The Peabody Ed.D. Online Experience

Students in the online Ed.D. complete 54 hours of course work across three areas of leadership and learning: leadership and organizational development, learning and design, and data and analytics . The course work is delivered through a sophisticated online platform and customizable tools that enable advanced collaboration, discussions, and learning.

Learn more about our unique Peabody Online experience .

Weekly Online Classes

Live, online classes led by the Peabody faculty serve as the starting point for engaging group discussions, question-and-answer sessions, and guided learning. The classes take place live on our online platform, allowing students to interact face-to-face no matter where they are.

The program is designed for established professionals. Classes are held weekly during the evening, Central Time, Monday through Thursday . Class attendance is required for all students.

Capstone Project

Using their knowledge and existing data, students identify a real-world organizational issue or problem of practice, test a solution, and make recommendations for long-term improvement. Students then present their projects in front of a faculty panel for assessment.

On-Campus Convenings

Convenings organized by Peabody Online bring students and instructors together, in person, for in-depth discussions, collaborative projects, and creative problem-solving exercises meant to demonstrate students’ new mastery of subject matter and leadership skills.

Students are required to attend three convenings throughout the duration of the program. Each on-campus convening takes place at Vanderbilt University’s campus in Nashville, Tennessee, and happens over the course of two days.

Hours of course work

Final capstone project

vanderbilt phd in higher education

Renowned and Supportive Faculty

Our multi-disciplinary faculty members are experienced professionals and experts in their fields. They have designed a high-quality, insightful curriculum, and many serve as mentors who guide Ed.D. students toward success.

All Peabody faculty work toward the objective of helping students give back to their communities. Their dedication ensures that students feel supported as they take the next steps in their careers.

Learn more about our faculty and leadership.

Class Profile

The Peabody Online Ed.D. community comprises leaders from various industries and diverse personal, educational, and geographic backgrounds. Peabody Ed.D. students are inquisitive scholars: They value different perspectives and exchange knowledge with classmates in order to develop innovative solutions.

79 percent of students have 8 or more years of professional experience .

Students range from 25 to 68 years old, with a median age of 39.

States represented

Historically underrepre-sented 4

vanderbilt phd in higher education

“I’m starting to see nuances and ideas connect that I didn’t know existed before. I think it’s making me a better not-for-profit leader , and I certainly think it’s making me a more thoughtful supervisor and program leader.”

Michael Hill, Ed.D. ’22 President of the Chautauqua Institution Washington, D.C.

vanderbilt phd in higher education

About Peabody College

Founded in 1785, Peabody College of education and human development is known as a world-class research institution dedicated to education, policy, and public service. Ranked one of the nation’s best graduate schools of education in the country by U.S. News & World Report , Peabody College has a longstanding mission to make a meaningful difference in education and leadership. 1

Peabody College also offers graduate and doctoral degree programs on campus. Learn about our on-campus programs.

vanderbilt phd in higher education

Get Started Now

Find out how Peabody Online can help you reach your ambitious career goals.

1 U.S. News & World Report ,  Best Education Schools in 2023 . (accessed July 2023) arrow_upward Return to footnote reference

2   Fortune, Best Online Doctorate in Education (EdD) Programs in 2022 . Accessed December 2022. arrow_upward Return to footnote reference

3 Bureau of Labor Statistics, Top Executives  (2020). Accessed May 2021. arrow_upward Return to footnote reference

4 African-American, American Indian/Alaska Native, Asian, Hispanic, and Native Hawaiian/Pacific Islander arrow_upward Return to footnote reference

Certificate in College Teaching Program

The Certificate in College Teaching (CiCT), co-sponsored by the Institute for the Advancement of Higher Education (AdvancED) and the Graduate School , prepares Vanderbilt graduate students and postdoctoral scholars for successful careers in higher education teaching. This program aims to equip participants with the knowledge, skills, and practical experience necessary to excel in their teaching roles within colleges and universities.

  • Apply for the Certificate in College Teaching

Program Details

Deciding when to enroll in the CiCT Program often depends on the track of your graduate studies. Talking with your department’s Director of Graduate Studies or advisor early on in your graduate career will help clarify timing and professional development questions. This will help you to pinpoint when the best time will be to enroll in the CiCT Program.

We recommend that participants enroll in the program when they are closer to applying for academic positions, as the certificate is geared toward preparing future faculty. However, if you will be an instructor of record for a Vanderbilt course, the CiCT can help you prepare.

Due to its popularity, the CiCT Program has a waitlist, which is about a semester-long. Once you decide when to enroll, apply for the academic year or Summer Intensive Program waitlist.

  • Apply for the Summer Intenstive Wait List

If enrolled in the program you will receive a registration link via email for dates and times of the CiCT Seminar. Sessions are generally scheduled on Tuesdays, Wednesdays, and Thursdays, including morning and afternoon options. Look at your schedule and determine which date and time work best for you.

Availability is based on a first-come, first-served basis.

CiTC Components

Participants explore educational theory and practice and develop teaching skills that promote learning within a diverse student body across various settings. Throughout the sessions, facilitators and participants will model various active learning strategies (cooperative learning, problem-posing, case study, interactive lecturing, discussion, critical thinking, and role-playing). All educational topics are considered through the lens of teaching as a scholarly practice.

  • develop an essential fluency with core elements of teaching and learning
  • develop a purposeful approach to teaching
  • develop a reflective teaching philosophy
  • assemble a set of resources on teaching and learning that can assist with creating a syllabus, unit plan, and teaching portfolio.
  • Session 1. Why We Teach – Developing a Teaching Philosophy
  • Session 2. Critically Reflective Teaching
  • Session 3. The Science of Learning
  • Session 4. Active Learning
  • Session 5. Diversity and Student Learning
  • Session 6. Assessing Teaching & Learning
  • Session 7. Peer Workshopping of Teaching Statements
  • Session 8. Continuing Professional Development
  • Development of a Philosophy of Teaching, including one-on-one consultation to receive feedback, typically 1 hour

The Practicum provides participants with an opportunity to apply educational theory in the development of teaching materials and the practice of teaching. Participants model effective teaching practices through a microteaching demonstration, classroom observation, and unit (re)design. Practicum participants will develop the knowledge and skills to enhance their teaching and assessment practices.

  • develop an approach to their teaching that involves research, experimentation, reflection, and assessment.
  • develop course design experience based on sound pedagogical principles.
  • Session 1. Course Introduction and Introduction to Team-based Learning
  • Session 2. Understanding by Design (UbD)
  • Session 3. Assessment of Learning through UbD
  • Session 4. Developing Learning Activities
  • Session 5. Creating Inclusive Classes
  • Session 6. Teaching in Times of Crisis
  • Session 7. Microteaching Demonstrations ( must attend )
  • Completion of ONE classroom observation sequence. Participants teach a class period that a teaching consultant will observe. Participants meet with their consultant before and after teaching to plan for and reflect on their teaching experience, typically one hour each in length. * NOTE: Our team does not arrange teaching opportunities for participants. This is the responsibility of the participant.

Upon completing the Practicum, participants can specialize in the following: a) Online Teaching, b) Humanities Teaching, and c) STEM Teaching. Each section is open to anyone who has completed the CiCT, regardless of their discipline, and allows participants to refine their teaching knowledge and skills within more specific teaching contexts. Participants are eligible to earn multiple specializations.

  • Specialization in Online Teaching: In this specialization, participants are exposed to how to design digital/online curriculums, diversity and access in online platforms, building student communities, and generating “class discussion” in digital spaces. Participants will also discuss educational theory on effective online teaching and will design, develop and teach their online lesson plans/modules through Brightspace.
  • Specialization in Humanities Teaching: Thank you for your interest in the Humanities Teaching Specialization. We are currently developing this section and will post relevant information soon. For questions, please contact Ransford Pinto, Assistant Director .
  • Specialization in STEM Teaching: Thank you for your interest in the STEM Teaching Specialization. We are currently developing this section and will post relevant information soon. For questions, please contact Ransford Pinto, Assistant Director .
  • Summer Intensive Program: For graduate students and postdocs who cannot attend the weekly fall and spring sessions, they can enroll in the Summer Intensive Program, which offers a condensed sequential Seminar and Practicum as well as specialization sections in May and June. During the Summer Intensive Program, participants in the Seminar meet for two weeks, followed by two weeks for the Practicum. You must commit to both Seminar and Practicum sessions to participate.

Eligibility

The certificate is most useful for those soon applying for teaching positions at higher education institutions.

We ask that you complete the Seminar first and the Practicum second. It’s our intention that participants will build on knowledge and experiences from the Seminar in the Practicum. If completed out of order, participants will miss out on that opportunity for growth.

You do not have to complete the Seminar and the Practicum in consecutive semesters.

The “best time” to complete the certificate is up to you! Here are some common factors, though, that do help graduate students make up their minds about when to start:

  • When you will be on the job market. The CiCT is intended for participants who are soon applying to academic positions that require higher education teaching. We assume that participants will be putting together their job market materials, including their teaching philosophy statement, in the near future. Therefore, while those who may not be applying to jobs soon will find the topics covered useful, they may find the program more valuable if they take it closer to when they plan on hitting the job market.
  • Time commitment. Both pieces of the certificate require you to attend regularly scheduled 75-minute sessions and consultations. Taking an evaluative look at your schedule and determining if you have that time available is important. If you can’t commit to the sessions offered during the academic year, consider signing up for the Summer Intensive Program in May, which allows you to complete the Certificate in one week.
  • Available teaching opportunities. The Practicum does require participants to undergo one teaching observation. While we try to be flexible about what is “teaching”, typically, participants are observed giving a lecture/presentation or leading a discussion/review group. For most, completing the Practicum during a semester that one is teaching or TAing (and thus has some access to classroom teaching) is ideal. For those whose TA duties don’t include teaching (or those who are not TAing at all), we suggest that you speak with others in your department and work out an arrangement to guest lecture before starting the Practicum.

Unfortunately, this program is only for Vanderbilt students.

Unfortunately, the CiCT program is only available to graduate students at Vanderbilt. However, some research faculty may qualify. If you are in doubt, please contact Ransford Pinto, Assistant Director .

Consider asking your advisor if it would be possible to lead a session in their class. If that is not possible, consider reaching out to faculty in your department who may be traveling during the semester and ask if they would be willing to allow you in their classroom. You might also ask your advisor to reach out to a faculty member on your behalf. It is also possible to complete this requirement the following semester if it is impossible to find a teaching opportunity in the current semester you are taking the Practicum.

email: [email protected]

call: 615-322-7290

Enhancements to PhD Education

Vanderbilt University is committed to recruiting, supporting and investing in exceptional graduate students. This Enhanced Funding and Support Model for Doctoral Education launched in May of 2022 with a $5 million annual investment in graduate education.

Enhancements to Doctoral Education Funding

  • Increased stipends : 24% increase in annual stipends across all schools/colleges from AY20-21 to AY23-24 (*Divinity School saw a 60% increase). 
  • Regalia reimbursement: Through funding from the Graduate School, a ll graduating Ph.D. students receive a free regalia rental or a $200 discount on the purchase of regalia .    

Launching Student Success Stipend (for incoming PhD students):   Newly enrolled Ph.D. students receive a one-time stipend of $2,000 to help them prepare for the upcoming academic year.  

Candidacy Success Supplement: All students who reach candidacy receive $500 as recognition of progress to degree.  

Vanderbilt Awards for Doctoral Discovery (VADD) : In Spring 2023, schools and colleges with Ph.D. programs receive d and distribute d funding from the Provost and Graduate school to assist students in attending conferences, visiting labs for training , and doing fieldwork.  

Graduate School Honors Fellowships: The Graduate School Honors Fellowships (“Topping Awards”) are paid out in two lump sums (one at the start of each semester) to Ph.D. students giving them flexibility to utilize funds at their discretion.  Honors Fellowships were awarded to 382 students in AY23-24; award per student ranges from $2,500 to $10,000. 

Endowed Awards for PhD Students : Each year, the university recognizes students for their outstanding research and provides over $90,000 of endowed scholarship funding.  

  • Grant Writing Resources : The Graduate School created a comprehensive, multi-part grant funding "mini-course” in Brightspace, available to all students. This asynchronous course includes discipline-specific resources as well as information on best practices for seeking and writing grants.  

WriteOn!: The Graduate School launched a writing accountability group which provides guided programming and helps them set weekly and monthly progress goals. 

  • Dissertation Enhancement Grants: Grants of up to $2,000 are awarded to Ph.D. students with outstanding potential to accelerate progress on their research, adding depth or breadth to their dissertation.

SEC Emerging Scholar s : This  career development program  is designed to prepare scholars for tenured faculty positions in higher education within the Southeastern Conference. 

  • Mentoring Awards : This award recognizes the vital role mentorship plays in student success and encourages faculty and doctoral students to develop strong and supportive mentoring relationships.

Department and Student Connections : The Graduate Student Council and the Graduate School are collaborating to provide funding for departments to go toward hosting a dinner or providing refreshments for doctoral students to foster community and belonging. 

Honors Banquet and Doctoral Student Awards: The Graduate School hosts a honors banquet each spring to celebrate student scholarly excellence. Three students receive Outstanding Doctoral Student Awards.  

Friday Fuel: One Friday each month, the Graduate School hosts an informal gathering in the Graduate Student Lounge in Alumni Hall for students to build community and learn about campus resources. 

Graduate Student Appreciation Week: Each spring, the Graduate School hosts various events to celebrate graduate students. This includes the first Graduate Career Closet to provide interview-ready attire to students preparing for the job search. 

  • Dental Insurance and Annual Vision Exam: Beginning in AY 23-24, dental insurance and an annual vision exam as part of Student Health Insurance Plan (SHIP). The annual plan cost per student covered by schools as part of a comprehensive doctoral student financial aid package is $3,977. 

Student Care Network Supports : A number of additional support mechanisms were implemented by the Office of the Dean of students to promote student wellbeing: 

  • The Dean of Students in partnership with the Faculty Senate developed a training for faculty and staff regarding support for student mental health. 
  • Drop-in consultation hours at the University Counseling Center   are available for graduate and professional students. 
  • The Student Care Assistance Program through the  Office of Student Care Coordination (OSCC)  supports graduate students with medical costs. 
  • The Student Care Network offers  expanded telehealth options , including physical and behavioral health, as well as nutrition and lactation consultations. 

Enhanced Programming for Career Development: In partnership with Vanderbilt’s Career Center, there are fall and spring colloquia focused on career development specific to doctoral students. This partnership continues  to grow . 

Tr acking Ph.D. Placements: Vanderbilt invested in an innovative university-wide longitudinal tracking of Vanderbilt Ph.D. alumni using data from Academic Analytics regarding PhD placements.  This effort is central to our collective success in meeting our institutional objective of recruiting the best scholars and supporting their career trajectories in top positions across top-tier institutions of higher education as well as the public and private sectors. 

Clarifying the VU/VUMC dual identity process : We are assisting students connected to both Vanderbilt University and the Vanderbilt University Medical Center with dual identity .

At Vanderbilt, we never stop growing or achieving. It is the Vanderbilt Way. As part of our commitment to our mission, the Graduate School is actively working on ways to better support doctoral education and training at Vanderbilt. Stay tuned for more updates on how we are using the annual investment to improve the lives and access to research and funding for our graduate students and the faculty that support them. 

The Path Toward Program Enhancements

In the Spring of 2021, Provost Cybele Raver announced a new $5 million annual investment in graduate education to show Vanderbilt’s commitment to training and mentoring the next generation of scholars and thought leaders.  

These increased investments in graduate education are critical to advancing our bold innovation and discovery while also advancing Vanderbilt to a new level of global visibility and impact. Provost C. Cybele Raver

The process involved many listening sessions, conversations, suggestions and feedback with Ph.D. students and faculty . Among the many themes that emerged as a result of a year-long effort to gather information and collaborate across students, faculty, staff and university leadership were the following:

  • Financial enhancements to assist with additional non-tuition related costs 
  • Support, funding and external grant and workshop opportunities  
  • Graduate community enhancements 
  • Partnerships to support graduate students 

New Funding Supplements

Five funding supplements were created to promote discovery and collaboration, inspire scholarly excellence and augment student support structures.

This supplement provides support for faculty in Ph.D. programs to bridge the gap between fellowship/grant support and enhanced stipends for doctoral students.    

This award will recognize doctoral students who exhibit exceptional academic excellence in areas such as publications, awards, patents and other forms of national/international distinction. 

This funding mechanism will help recruit highly qualified, diverse Ph.D. candidates by providing five years of financial support through a premium stipend to outstanding students.

This fund invests in cross-disciplinary scholarship and partnerships to support intellectual communities across Ph.D. disciplines and groundbreaking discovery.    

This enhancement invests in necessary support services to enrich the student experience. 

I am honored to support research, scholarship, and professional development in a place that actively seeks opportunities to continuously improve the experience and outcomes of all students. Dean Christie-Mizell

Responsible Committees

Executive Sponsors 

  • Daniel Diermeier, Chancellor 
  • Cybele Raver, Provost and Vice Chancellor for Academic Affairs 

Executive Committee  

  • André Christie-Mizell, Vice Provost for Graduate Education 
  • Elizabeth Boyd, Executive Director of Operations, Graduate School 
  • Kurt Shepherd, Associate Vice Chancellor of Finance  
  • John McLean, Associate Provost for PhD Programs 
  • John Geer, Dean, College of Arts & Science 
  • Camilla Benbow, Dean, Peabody College 
  • Philippe Facuhet, Dean, School of Engineering 
  • Emilie Townes, Dean, Vanderbilt Divinity School 
  • John Kuriyan, Dean, School of Medicine Basic Sciences 
  • Pam Jeffries, Dean, Vanderbilt School of Nursing 
  • Xavier Purdy, Deputy Chief of Staff, Director of Projects, Office of the Provost 
  • John McLean, Associate Provost for PhD Programs, Graduate School 
  • Anna Thomas, Director of Events and Communications, Graduate School 
  • Amber Palmer-Halma, Deputy Director of University Communications, Division of Communications  
  • Terrah Akard, Associate Dean for Academic Affairs, Graduate School 
  • Jennifer Gourley, Director of Finance, Division of Finance 
  • Stacey Satchell, Director of Graduate and Postdoc Academic Success, Graduate School 
  • Irene Wallrich, Assistant Director of the Graduate Leadership Institute, Graduate School 
  • Alayna Hayes, Assistant Provost and Senior Director of the Career Center 
  • David Wright, Dean for Graduate Education and Research, College and Arts and Science 
  • Duco Jansen, Senior Associate Dean for Graduate Education and Faculty Affairs, School of Engineering 
  • Jeanette Mancilla-Martinez, Associate Dean for Academic Affairs and Graduate Education, Peabody College 
  • Kathy Gould, Senior Associate Dean for Biomedical Research Education and Training, School of Medicine Basic Sciences 
  • Mariann Piano, Senior Associate Dean for Research, School of Nursing 
  • Jimmy Byrd, Associate Dean for Graduate Education and Research, Divinity School 
  • Emily Ritter, Director Graduate Studies, Political Science, College and Arts and Science 
  • David Cliffel, Director Graduate Studies, Chemistry, College and Arts and Science 
  • Antony Reed, Director Graduate Studies, English, College and Arts and Science 
  • Cindy Reinhardt-King, Director Graduate Studies, Biomedical Engineering, School of Engineering 
  • Dan Work, Director Graduate Studies, Civil Engineering, School of Engineering 
  • Sean Corcoran, Director Graduate Studies, Community Research and Action, Peabody College 
  • Bob Hodapp, Director Graduate Studies, Special Education, Peabody College 
  • Jin Chen, Director Graduate Studies, Cancer Biology, School of Medicine Basic Sciences 
  • Richard O-Brien, Director Graduate Studies, Molecular Physiology and Biophysics, School of Medicine Basic Sciences 
  • Christine Konradi, Director Graduate Studies, Pharmacology, School of Medicine Basic Sciences 

Recent News

Enhanced Funding

Want to Offer Feedback?

To offer feedback on the Enhanced Funding and Support Model for Doctoral Education, please email  [email protected].  

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Ph.D. Admissions

The ph.d. in economics.

The Ph.D. program in economics admits between 8 and 12 students per year and prepares them for a successful career in academia, government, international organizations, or the private sector. In the first year, students take classes in microeconomics, macroeconomics, and econometrics, as well as mathematical economics and economic history. In the second and third year, students take 21 credit hours of specialized classes in at least two of the following concentrations:

  • Microeconomic Theory
  • Macroeconomic Theory
  • Econometrics
  • Economic Development
  • Economic History
  • Health Economics
  • Industrial Organization
  • International Economics
  • Labor Economics
  • Money and Financial Institutions
  • Public Economics

Students can petition to combine at least two related classes to a nonstandard concentration.  

Applying to the Program

The application deadline for the Ph.D. program is January 15th for the coming fall semester. Successful applicants have strong quantitative backgrounds and a passion for research in  economics. The  application fee is $95.00 upon submission.

Please direct all Ph.D. admission inquiries to [email protected] .

Qualifications

Our incoming students usually have an undergraduate degree in economics and/or mathematics, with significant quantitative and math-intensive course experience. Many international applicants have a master’s degree. Research experience (such as an undergraduate or master’s thesis, or work as a research assistant) is a plus.  

  • Required: One year of calculus, one semester of statistics, and intermediate-level courses in microeconomic theory and macroeconomic theory.
  • Strongly recommended: Courses in linear algebra, differential equations, real analysis, and econometrics. 

Information to Submit

  • Self-reported/unofficial or official GRE scores
  • International students: self-reported/unofficial or official TOEFL or IELTS scores. This requirement will be waived for an international student with a degree from an institution in which English is the official language of instruction. Furthermore, while a TOEFL score is optional for applicants attending an English-language university in a non-English-speaking country, it can often be helpful to demonstrate command of English.
  • Unofficial transcripts
  • 3-5 letters of recommendation

Statement of Purpose

In your statement of purpose, tell us how your studies so far have prepared you for a Ph.D. program, and share what fascinates you about research in economics.  

Visiting Campus

Campus visits are offered to everyone admitted to the program. Visits consist of a half-day of individual meetings with faculty members and students, plus lunch. 

Q: What test scores do admitted candidates usually have  on the GRE?

A: Applicants often overestimate the importance of GRE scores for Ph.D. applications. The GRE tests whether you can do high school math quickly and correctly, as well as your vocabulary. Scores below a certain level (say, below 155 verbal and below 161 quantitative) tend to indicate problems, while very high scores do not necessarily guarantee that you are fully prepared for a Ph.D. program in economics.

For candidates who satisfy these thresholds, we look primarily at their preparation for a Ph.D. program in terms of how they did in the challenging courses they took in both advanced economics and math, rather than going only by their specific GRE scores.

Q: Do you have a minimum TOEFL or IELTS score?

A: Admitted international candidates tend to have a minimum TOEFL speaking score of 24 or an IELTS speaking score of 7. 

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What’s the theoretical basis, is there evidence that it works, why is it important, what are techniques to use, how should you get started.

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In their seminal work Active Learning: Creating Excitement in the Classroom , compiled in 1991 for the Association for the Study of Higher Education and the ERIC Clearinghouse on Higher Education, Bonwell and Eison defined strategies that promote active learning as “instructional activities involving students in doing things and thinking about what they are doing” (Bonwell and Eison, 1991). Approaches that promote active learning focus more on developing students’ skills than on transmitting information and require that students do something—read, discuss, write—that requires higher-order thinking. They also tend to place some emphasis on students’ explorations of their own attitudes and values.

This definition is broad, and Bonwell and Eison explicitly recognize that a range of activities can fall within it. They suggest a spectrum of activities to promote active learning, ranging from very simple (e.g., pausing lecture to allow students to clarify and organize their ideas by discussing with neighbors) to more complex (e.g., using case studies as a focal point for decision-making). In their book Scientific Teaching , Handelsman, Miller and Pfund also note that the line between active learning and formative assessment is blurry and hard to define; after all, teaching that promotes students’ active learning asks students to do or produce something, which then can serve to help assess understanding (2007).

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The National Survey of Student Engagement (NSSE) and the Australasian Survey of Student Engagement (AUSSE) provides a very simple definition: active learning involves “students’ efforts to actively construct their knowledge.” This definition is supplemented by the items that the AUSSE uses to measure active learning: working with other students on projects during class; making a presentation; asking questions or contributing to discussions; participating in a community-based project as part of a course; working with other students outside of class on assignments; discussing ideas from a course with others outside of class; tutoring peers (reported in Carr et al., 2015).

Freeman and colleagues collected written definitions of active learning from >300 people attending seminars on active learning, arriving at a consensus definition that emphasizes students’ use of higher order thinking to complete activities or participate in discussion in class (Freeman et al., 2014). Their definition also notes the frequent link between active learning and working in groups.

Thus active learning is commonly defined as activities that students do to construct knowledge and understanding. The activities vary but require students to do higher order thinking . Although not always explicitly noted, metacognition —students’ thinking about their own learning—is an important element, providing the link between activity and learning .

Constructivist learning theory emphasizes that individuals learn through building their own knowledge, connecting new ideas and experiences to existing knowledge and experiences to form new or enhanced understanding (Bransford et al., 1999). The theory, developed by Piaget and others, posits that learners can either assimilate new information into an existing framework, or can modify that framework to accommodate new information that contradicts prior understanding. Approaches that promote active learning often explicitly ask students to make connections between new information and their current mental models, extending their understanding. In other cases, teachers may design learning activities that allow students to confront misconceptions, helping students reconstruct their mental models based on more accurate understanding. In either case, approaches that promote active learning promote the kind of cognitive work identified as necessary for learning by constructivist learning theory.

Active learning approaches also often embrace the use of cooperative learning groups, a constructivist-based practice that places particular emphasis on the contribution that social interaction can make. Lev Vygotsky’s work elucidated the relationship between cognitive processes and social activities and led to the sociocultural theory of development, which suggests that learning takes place when students solve problems beyond their current developmental level with the support of their instructor or their peers (Vygotsky 1978). Thus active learning approaches that rely on group work rest on this sociocultural branch of constructivist learning theory, leveraging peer-peer interaction to promote students’ development of extended and accurate mental models.

The evidence that active learning approaches help students learn more effectively than transmissionist approaches in which instructors rely on “teaching by telling” is robust and stretches back more than thirty years (see, for example, Bonwell and Eison, 1991). Here, we will focus on two reports that review and analyze multiple active learning studies.

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These results support other, earlier reviews (e.g., Hake, 1998; Prince, 2004; Springer et al., 1999). In one such review, Ruiz-Primo and colleagues examined published studies examining the effects of active learning approaches in undergraduate biology, chemistry, engineering and physics courses (Ruiz-Primo et al., 2011). They identified 166 studies that reported an effect size when comparing the effects of an innovation (i.e., active learning approaches) to traditional instruction that did not include the innovation. Overall, they found that inclusion of the active learning approaches improved student outcomes (mean effect size = 0.47), although there are important caveats to consider. First, the authors coded the active learning activities as conceptually oriented tasks, collaborative learning activities, technology-enabled activities, inquiry-based projects, or some combination of those four categories, and important differences existed within the categories (for example, technology-assisted inquiry-based projects on average did not produce positive effects). Second, more than 80% of the studies included were quasi-experimental rather than experimental, and the positive benefits (average effect size = 0.26) were lower for the experimental studies in which students were randomly assigned to a treatment group. Finally, many of the studies did not control for pre-existing knowledge and abilities in the treatment groups. Nonetheless, the review does provide qualified support for the inclusion of active learning approaches in instruction.

While the two reviews reported focus on STEM disciplines and no similar reviews exist for the humanities and social sciences, the bulk of the evidence suggests that active learning approaches are effective across disciplines (Ambrose et al, 2010; Bonwell and Eison, 1991; Chickering and Gamson, 1987).

In addition to the evidence that active learning approaches promote learning for all students, there is some evidence that active learning approaches are an effective tool in making classrooms more inclusive. Haak and colleagues examined the effects of active learning for students in the University of Washington’s Educational Opportunity Program (EOP) who were enrolled in an introductory biology course (Haak et al., 2011). Students in the EOP are educationally or economically disadvantaged, are typically the first in their families to attend college, and include most underrepresented minority students at the University of Washington. Previous work had demonstrated that the researchers could predict student grades in the introductory biology course based on their college GPA and SAT verbal score; students in the EOP had a mean failure rate of ~22% compared to a mean failure rate of ~10% for students not in the EOP. When multiple highly structured approaches to promote active learning were incorporated into the introductory biology course, all students in the course benefited, but students in the EOP demonstrated a disproportionate benefit, reducing the achievement gap to almost half of the starting level. Given the pressing need to make U.S. college classrooms more inviting and productive spaces for students from all backgrounds, these results provide another compelling reason to incorporate active learning approaches into course design.

Lorenzo, Crouch, and Mazur also investigated the impact of active learning approaches on the difference in male and female performance in introductory physics classes (2006). They found that inclusion of active engagement techniques benefited all students, but had the greatest impact on female students’ performance. In fact, when they included a “high dose” of active learning approaches, the gender gap was eliminated. This result supports earlier work suggesting that women particularly benefit from active learning approaches (Laws et al., 1999; Schneider, 2001).

Brief, easy supplements for lectures

The Pause Procedure — Pause for two minutes every 12 to 18 minutes, encouraging students to discuss and rework notes in pairs. This approach encourages students to consider their understanding of the lecture material, including its organization. It also provides an opportunity for questioning and clarification and has been shown to significantly increase learning when compared to lectures without the pauses. (Bonwell and Eison, 1991; Rowe, 1980; 1986; Ruhl, Hughes, & Schloss, 1980)

Retrieval practice —Pause for two or three minutes every 15 minutes, having students write everything they can remember from preceding class segment. Encourage questions. This approach prompts students to retrieve information from memory, which improves long term memory, ability to learn subsequent material, and ability to translate information to new domains. (Brame and Biel, 2015; see also the CFT’s guide to test-enhanced learning )

Demonstrations —Ask students to predict the result of a demonstration, briefly discussing with a neighbor. After demonstration, ask them to discuss the observed result and how it may have differed from their prediction; follow up with instructor explanation. This approach asks students to test their understanding of a system by predicting an outcome. If their prediction is incorrect, it helps them see the misconception and thus prompts them to restructure their mental model.

Think-pair-share —Ask students a question that requires higher order thinking (e.g., application, analysis, or evaluation levels within Bloom’s taxonomy ). Ask students to think or write about an answer for one minute, then turn to a peer to discuss their responses for two minutes. Ask groups to share responses and follow up with instructor explanation. By asking students to explain their answer to a neighbor and to critically consider their neighbor’s responses, this approach helps students articulate newly formed mental connections.

Peer instruction with ConcepTests—This modification of the think-pair-share involves personal response devices (e.g., clickers). Pose a conceptually based multiple-choice question. Ask students tothink about their answer and vote on a response before turning to a neighbor to discuss. Encourage students to change their answers after discussion, if appropriate, and share class results by revealing a graph of student responses. Use the graph as a stimulus for class discussion. This approach is particularly well-adapted for large classes and can be facilitated with a variety of tools (e.g., Poll Everywhere, TopHat, TurningPoint). More information is available in the CIRTL MOOC An Introduction t o Evidence-Based College STEM Teaching . (Fagen et al., 2002; Crouch and Mazur, 2001)

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Minute papers —Ask students a question that requires them to reflect on their learning or to engage in critical thinking. Have them write for one minute. Ask students to share responses to stimulate discussion or collect all responses to inform future class sessions. Like the think-pair-share approach, this approach encourages students to articulate and examine newly formed connections. (Angelo and Cross, 1993; Handelsman et al., 2007)

Activities to replace some lecture

Strip sequence —Give students the steps in a process on strips of paper that are jumbled; ask them to work together to reconstruct the proper sequence. This approach can strengthen students’ logical thinking processes and test their mental model of a process. (Handelsman et al., 2007) An example from Aarhus University is provided below.

Screen Shot 2016-06-20 at 10.18.23 AM

Concept map —Concept maps are visual representations of the relationships between concepts. Concepts are placed in nodes (often, circles), and the relationships between indicated by labeled arrows connecting the concepts. To have students create a concept map, identify the key concepts to be mapped in small groups or as a whole class. Ask students to determine the general relationship between the concepts and to arrange them two at a time, drawing arrows between related concepts and labeling with a short phrase to describe the relationship. By asking students to build an external representation of their mental model of a process, this approach helps students examine and strengthen the organization within the model. Further, it can emphasize the possibility of multiple “right” answers. More information and a tool to do online concept mapping can be found at the Institute for Human & Machine Cognition . (Novak and Canas, 2008) An example is shown below.

Mini-maps . Mini-maps are like concept maps, but students are given a relatively short list of terms (usually 10 or fewer) to incorporate into their map. To use this approach, provide students a list of major concepts or specific terms and ask them to work in groups of two or three to arrange the terms in a logical structure, showing relationships with arrows and words.   Ask groups to volunteer to share their mini-maps and clarify any confusing points. Mini-maps have many of the same strengths as concept maps but can be completed more quickly and thus can serve as part of a larger class session with other learning activities. (Handelsman et al., 2007)

Categorizing grids. Present students with a grid made up of several important categories and a list of scrambled terms, images, equations, or other items. Ask students to quickly sort the terms into the correct categories in the grid. Ask volunteers to share their grids and answer questions that arise. This approach allows students to express and thus interrogate the distinctions they see within a field of related items. It can be particularly effective at helping instructors identify misconceptions. (Angelo and Cross, 1993)

Bloomtaxonomy

Decision-making activities . Ask students to imagine that they are policy-makers who must make and justify tough decisions. Provide a short description of a thorny problem, ask them to work in groups to arrive at a decision, and then have groups share out their decisions and explain their reasoning. This highly engaging technique helps students critically consider a challenging problem and encourages them to be creative in considering solutions. The “real-world” nature of the problems can provide incentive for students to   dig deeply into the problems. (Handelsman et al., 2007)

Content, form, and function outlines. Students in small groups are asked to carefully analyze a particular artifact—such as a poem, a story, an essay, a billboard, an image, or a graph—and identify the “what” (the content), the “how” (the form), and the function (the why). This technique can help students consider the various ways that meaning is communicated in different genres. (Angelo and Cross, 1993)

Case-based learning. Much like decision-making activities, case-based learning presents students with situations from the larger world that require students to apply their knowledge to reach a conclusion about an open-ended situation. Provide students with a case, asking them to decide what they know that is relevant to the case, what other information they may need, and what impact their decisions may have, considering the broader implications of their decisions. Give small groups (3-5) of students time to consider responses, circulating to ask questions and provide help as needed. Provide opportunities for groups to share responses; the greatest value from case-based learning comes from the complexity and variety of answers that may be generated. More information and collections of cases are available at the National Center for Case Study Teaching in Science  and World History Sources .

Discussion techniques

Many faculty members dispense with lecture altogether, turning to discussion to prompt the kinds of thinking needed to build understanding. Elizabeth Barkley provides a large collection of discussion techniques focused on different learning goals, ranging from lower level to higher level thinking (Barkley, 2010). The CFT’s Joe Bandy has summarized some of the most useful of these techniques.

Other approaches

There are other active learning pedagogies, many of which are highly structured and have dedicated websites and strong communities. These include team-based learning (TBL), process-oriented guided inquiry learning (POGIL), peer-led team learning , and problem-based learning (PBL). Further, the flipped classroom model is based on the idea that class time will be spent with students engaged in active learning.

Start small, start early, and start with activities that pose low risk for both instructors and students. The Pause Procedure, retrieval practice, minute papers, and the think-pair-share technique provide easy entry points to incorporating active learning approaches, requiring the instructor to change very little while providing students an opportunity to organize and clarify their thinking. As you begin to incorporate these practices, it’s a good idea to explain to your students why you’re doing so; talking to your students about their learning not only helps build a supportive classroom environment, but can also help them develop their metacognitive skills (and thus their ability to become independent learners).

As you consider other active learning techniques to use, use the “ backwards design ” approach: begin by identifying your learning goals, think about how you would identify whether students had reached them (that is, how you might structure assessment), and then choose an active learning approach that helps your students achieve those goals. Students typically have positive responses to active learning activities that are meaningful, appropriately challenging, and clearly tied to learning goals and assessments (see, for example, Lumpkin et al., 2015). Finally, consult colleagues within your department and the Center for Teaching for help and feedback as you design and implement active learning approaches.

There are many great sites that provide examples of active learning activities. Here is a sampling:

  • National Center for Case Study Teaching in Science
  • World History Sources
  • Online Teaching Activity Index
  • MERLOT II (online resources)
  • University of Michigan Center for Research on Learning and Teaching Active Learning page

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., Norman, M.K., and Mayer, R.E. (2010). How learning works: seven research-based principles for smart teaching. San Francisco: Jossey-Bass.

Angelo, T.A. and Cross, K.P. (1993). Classroom assessment techniques: a handbook for college teachers . San Francisco: Jossey-Bass.

Barkley, E. (2010). Student engagement techniques: a handbook for college faculty . San Francisco: Jossey-Bass.

Bonwell, C. C., and Eison, J.A. (1991). Active learning: creating excitement in the classroom . ASH#-ERIC Higher Education Report No. 1, Washington, D.C.: The George Washington University, School of Education and Human Development.

Brame, C.J. and Biel, R. (2015). Test-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses. CBE Life Sciences Education , 14 , 1-12.

Bransford, J.D., Brown, A.L., and Cocking, R.R. (Eds.) (1999).  How people learn: Brain, mind, experience, and school . Washington, D.C.: National Academy Press.

Carr, R., Palmer, S., and Hagel, P. (2015). Active learning: the importance of developing a comprehensive measure. Active Learning in Higher Education 16 , 173-186.

Chickering, A.W. and Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin March 1987, 3-7

Crouch, C.H. and Mazur, E. (2001). Peer instruction: ten years of experience and results. Am. Journal of Physics 69 , 970-977.

Fagen, A.P., Crouch, C.H., and Mazur, E. (2002). Peer instruction: results from a range of classrooms. Physics Teacher 40 , 206-209.

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences USA 111 , 8410-8415.

Haak, D.C., HilleRisLambers, J., Pitre, E., and Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science 332, 1213–1216.

Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses.  American Journal of Physics   66 , 64-74.

Handelsman, J., Miller, S., and Pfund, C. (2007). Scientific teaching . New York: W.H. Freeman.

Hyman, R.T. (1980). Improving discussion leadership . New York: Columbia University Teachers College Press.

Laws, P., Rosborough P, and Poodry, F. (1999).Women’s responses to an activity-based introductory physics program. American Journal of Physics 67 , S32–S37.

Lorenzo, M., Crouch, C.H., Mazur, E. (2006). Reducing the gender gap in the physics classroom. American Journal of Physics 74 , 118–122.

Lumpkin, A., Achen, R., and Dodd,R. (2015). Student perceptions of active learning. College Student Journal 49 , 121-133.

Novak, J.D. and Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them. Technical Report IHMC CmapTools 2006-01 Rev 2008-01 (retrieved from http://cmap.ihmc.us/docs/theory-of-concept-maps ).

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education 93 , 223-231.

Rowe, M.B. (1980). Pausing principles and their effects on reasoning in science. In Teaching the Sciences , edited by F. B. Brawer. New Directions for Community Colleges No. 31. San Francisco: Jossey-Bass.

Ruhl, K., Hughes, C.A., and Schloss, P.J. (1987). Using the Pause Procedure to enhance lecture rcall. Teacher Education and Special Education 10 , 14-18.

Ruiz-Primo, M.A., Briggs, D., Iverson, H., Talbot, R., Shepard, L.A. (2011). Impact of undergraduate science course innovations on learning. Science 331 , 1269–1270.

Schneider, M. (2001). Encouragement of women physics majors at Grinnell College: A case study. Phys. Teach. 39 , 280–282.

Springer, L., Stanne, M.E., Donovan, S.S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology . Rev. Educ. Res. 69, 21–51.

Vygotsky, L. S. (1978).  Mind in society.   Cambridge, MA: Harvard University Press.

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Vanderbilt University to launch new review board for social, behavioral and educational research

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Feb 7, 2024, 1:13 PM

Recent analyses of IRB data show that the vast majority of new studies at Vanderbilt University that involve human participants are in social, behavioral and education research, whereas fewer than 2 percent are health expedited or standard studies. To better reflect this research environment and provide our research community with IRB services tailored to each study type, the university will launch a new Institutional Review Board over the next year specifically to serve the university’s social, behavioral and education research.

Formation of the VU SBER IRB is being spearheaded by the Office of the Vice Provost for Research and Innovation in collaboration with faculty and staff stakeholders across the university, as well as the Human Research Protections Program at Vanderbilt University Medical Center. The goal is to enhance IRB services for social, behavioral and educational researchers.

Associate Provost Liz Zechmeister and Assistant Provost for Research Integrity and Compliance Liane Moneta-Koehler provided tailored assistance for individual researchers, partnered with a VUMC-led task force to revise the informed consent template, expanded communications with the HRPP at VUMC to help the university prepare for new IRB policies and practices, and engaged an independent IRB to review international studies.

VU and VUMC can now build on these enhancements to establish a Vanderbilt University–specific IRB to provide reviews and manage an HRPP for social, behavioral and education aspects of the university’s research portfolio.

“This approach allows our respective institutions to more effectively support our researchers and tailor our IRB and HRPP processes to our research priorities,” Vice Provost Padma Raghavan said. “I’d like to thank Provost Raver for her support; Liz, Liane and all our stakeholders for helping devise this plan; and VUMC leadership for their ongoing partnership and collaboration to ensure a smooth transition.”

Once established, the new VU SBER IRB will review all social, behavioral and educational studies, along with exempt determinations. Vanderbilt University will continue to work closely with the VUMC IRB to review all health expedited or standard studies.

“Vanderbilt University excels at diverse human subjects research, spanning groundbreaking studies in social and behavioral sciences to innovative educational methodologies,” Moneta-Koehler said. “The VU SBER IRB will bring specialized expertise in those areas, providing our faculty with the tailored guidance they need to advance their discovery and innovation goals.”

Calendar year 2024 will be a transition year as leadership, administration and staffing elements of the new VU SBER IRB are established. Raghavan appointed an IRB Advisory Committee composed of faculty experts in human-based research protocols to advise during the transition.

The current IRB Advisory Committee members are:

  • Liz Zechmeister, committee chair, Cornelius Vanderbilt Professor of Political Science and associate provost for research and innovation
  • Amanda Goodwin, professor of teaching and learning
  • Akos Ledeczi, professor of computer science
  • Daniel Levin, professor of psychology and human development
  • Liane Moneta-Koehler, assistant provost for research integrity and compliance
  • Jeremy Neal, associate professor of nursing
  • Bunmi Olatunji, Gertrude Conaway Vanderbilt Professor of Psychology

“Our first task in the IRB Advisory Committee is to search for our VU SBER IRB director ,” Zechmeister said. “Once that critical team member is on board, we will partner with them to develop infrastructure and launch the VU SBER IRB to support our world-class human subjects research community.”

The Office of the Vice Provost for Research and Innovation and the IRB Advisory Committee will keep the Vanderbilt research community informed throughout the transition period. Updates and essential information will be regularly posted on the Research Integrity and Compliance website.

For assistance with IRB-related matters or more information about VU SBER IRB, email the Research Integrity and Compliance team at [email protected] .

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VUMC Reporter

Vumc in the news, feb. 13, 2024.

Feb. 9, 2024, 10:38 AM

The observance of the 20 th anniversary of the opening of the standalone Monroe Carell Jr. Children’s Hospital at Vanderbilt was covered by several news outlets, including WZTV Fox 17 News , WTVF NewsChannel 5, WKRN News 2, and WGNS radio in Murfreesboro.

WTVF NewsChannel 5  reporter Nikki Hauser interviewed Joseph Magliocca , MD, director of the Vanderbilt Transplant Center, for a story about VUMC setting a new record for organ transplants in 2023.  Tennessean reporter Frank Gluck also covered the news about the new record.

ESPN picked up an Associated Press story about former NBA player Scot Pollard who is awaiting a heart transplant and is hospitalized at Vanderbilt.

WPLN Nashville Public Radio quoted Peggy Valentine , EdD, Vice President of Allied Health Education, from the live chat hosted by the Vanderbilt Health ‘DNA’ podcast that explored how educators throughout Nashville are collaborating on novel training programs to find local solutions to the shortage of health care workers and the high cost of higher education. VUMC was also mentioned in the WTVF NewsChannel 5 story on the same subject, and NPR’s “1A” show ran a clip of the live chat hosted by the podcast on its 6:30 a.m. and 8:30 a.m. on-air shows the day after the live chat.

William Schaffner , MD, professor of Preventive Medicine, continues to be one of the most in-demand sources about infectious disease in the news. Among the news outlets he has spoken to recently: Yahoo! Life , Lead Stories , and Health ,

Stacie Dusetzina , PhD, Professor  of Health Policy, was quoted by NBC News and American Public Media’s “Marketplace” in stories about drug prices.

Undark Magazine  reporter Melba Newsome interviewed  Melinda Aldrich , PhD, associate professor in the Department of Medicine, Division of Genetic Medicine, and  Kim Sandler , MD, co-director of the Vanderbilt Lung Screening Program, for a feature story about racial disparities in lung cancer screening, detection and treatment.  Undark Magazine is a non-profit magazine funded through the journalism program at MIT. The focus is on science and society.

Medscape reporter Tara Haelle interviewed  Sara Horst , MD, associate professor of Medicine, and assistant chief for Clinical Informatics in the Division of Gastroenterology, Hepatology and Nutrition, for a story about a poster at the Crohn’s & Colitis Congress conference in Las Vegas, Nevada, that showed patients with inflammatory bowel disease who lost response after infliximab (Remicade) induction, could escalate the maintenance dose of the subcutaneous infliximab biosimilar CT-P13 to gain improved clinical response and remission, without new safety concerns. Haelle also interviewed  David Schwartz , MD, director, Inflammatory Bowel Disease Center, for a Medscape   story about a poster presentation on COVID-19 hospitalizations of IBD patients.

Health.com awarded James Jackson , PsyD, director of Long-Term Outcomes, CIBS Center, a 2024 Innovative Hospital Award for VUMC’s long COVID support group.

Jonathan Metzl , MD, PhD, who has several faculty appointments at Vanderbilt, including professor of Psychiatry and Behavioral Sciences, has been mentioned by several news organizations after the publication of his book What We’ve Become: Living and Dying in a Country of Arms . Among the news organizations: Time , The Los Angeles Times, The New York Times , HuffPost and PBS “News Hour.”

Yahoo News reporter Korin Miller interviewed Michelle Roach , MD, assistant professor of Obstetrics and Gynecology, for a story about on a  new study  that says that people with PCOS have an 8-fold increase in suicide risk.

Related posts:

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IMAGES

  1. Ph.D. Admissions

    vanderbilt phd in higher education

  2. Learning, Teaching, and Diversity (Ph.D.)

    vanderbilt phd in higher education

  3. 20221111U068 PhD students

    vanderbilt phd in higher education

  4. PhD Program

    vanderbilt phd in higher education

  5. PhD Programs

    vanderbilt phd in higher education

  6. Abby Brown, PhD

    vanderbilt phd in higher education

COMMENTS

  1. Ed.D. Programs

    The Vanderbilt University Peabody College Ed.D. Program experience From an accredited US medical school Apply Now Application Process Vanderbilt Peabody College of Education and Human Development in Nashville, Tennessee.

  2. K-12 and Higher Education Leadership and Policy (Ed.D.)

    Resources Application Checklist Tuition and Financial Aid Request More Information Apply Now Request Information Program Overview Our intensive Ed.D. program allows you to pursue a doctorate while continuing your full-time work through one of two academic concentrations: K-12 Education Leadership and Policy Higher Education Leadership and Policy The program culminates in a year-long capstone ...

  3. Leadership and Policy Studies (Ph.D.)

    Leadership and Policy Studies (Ph.D.) - Peabody College of Education and Human Development | Vanderbilt University Peabody College Leadership and Policy Studies (Ph.D.) Examine education policy and problems through an interdisciplinary lens that incorporates economics, political science, sociology, and international and comparative education.

  4. Online Doctor of Education (Ed.D.) in Leadership and Learning in

    The doctor of education (Ed.D.) in leadership and learning in organizations is an online program developed by faculty within Vanderbilt Peabody College of education and human development. The program is designed for mid-career professionals who have at least three years of leadership experience and are inspired to drive positive systemic change.

  5. Online Education Programs

    Vanderbilt Has the #1 Online Doctorate in Education, According to Fortune Education 2022 Rankings 2 Request Information Peabody College faculty developed the doctor of education (Ed.D.) in leadership and learning in organizations with the aim of bridging the divide between theory and practice.

  6. Programs & Departments

    Doctoral Looking for Another Degree or Discipline? If you are pursuing a specific discipline that is not offered by the Graduate School, your program may be housed within a Vanderbilt professional school that grants their degrees independently (i.e. M.Ed. from the Peabody College of Education and Human Development).

  7. Ph.D. Programs

    Application Deadline: December 1 Vanderbilt Peabody College of Education and Human Development in Nashville, Tennessee.

  8. Learning, Teaching and Diversity (Ph.D.)

    Peabody College Learning, Teaching and Diversity (Ph.D.) Work closely with faculty, address the interdisciplinary nature of problems related to learning environments, culture, and diversity and prepare for a variety of research and leadership roles. Quick Links Admissions Checklist Request More Information Apply Now Request Information

  9. Graduate School

    2,400 Students across multiple disciplines 59 Academic programs across the university, including 49 Ph.D. and 10 Master's programs 5 Years of guaranteed funding

  10. Prospective Students

    30 Departments represented in Master's programs with 10 degrees available; Computer Science with highest enrollment 20.4% Acceptance rate of students that applied to the Graduate School in 2022 24 Number of programs (Ph.D. and Master's) taught at the College of Arts and Science

  11. AdvancED: The Institute for the Advancement of Higher Education

    AdvancED: The Institute for the Advancement of Higher Education | Vanderbilt University Together, we shape the future of education. The Institute for the Advancement of Higher Education (AdvancED) leads cutting-edge, research-backed innovations in pedagogy and student experience.

  12. About

    Part of Vanderbilt's Office of Faculty Affairs and Professional Education, AdvancED combines the talent and expertise of the Center for Teaching and Office of Digital Education and is organized around three primary focus areas including, instructional, learning innovation, and student success. Our Focus Areas Instructional Development

  13. Research Excellence at Vanderbilt

    VUMC Research Our Hometown - Nashville Graduate education at Vanderbilt prepares the next generations of academic leaders by paving the way for doctoral students to intensely focus on the quest to pursue new ways of seeing and shaping in the world.

  14. Certificate in College Teaching Program

    call: 615-322-7290 The Certificate in College Teaching (CiCT), co-sponsored by the Institute for the Advancement of Higher Education (AdvancED) and the Graduate School, prepares Vanderbilt graduate students and postdoctoral scholars for successful careers in higher education teaching.

  15. Enhancements to PhD Education

    Vanderbilt Awards for Doctoral Discovery (VADD): In Spring 2023, schools and colleges with Ph.D. programs received and distributed funding from the Provost and Graduate school to assist students in attending conferences, visiting labs for training, and doing fieldwork.

  16. William Doyle

    His research includes evaluating the impact of higher education policy, the antecedents and outcomes of higher education policy at the state level and the study of political behavior as it affects higher education. Doyle received a Master's degree in Political Science and a PhD in Higher Education Administration from Stanford University in 2004.

  17. Higher Education Administration (M.Ed.)

    Higher Education Administration (M.Ed.) - Peabody College of Education and Human Development | Vanderbilt University Peabody College Higher Education Administration (M.Ed.) Colleges and universities are growing in key areas that support their missions and students.

  18. Dare to discover. Dare to lead. Dare to grow.

    Vanderbilt University is committed to principles of equal opportunity and affirmative action. Vanderbilt University does not discriminate against individuals on the basis of their race, sex, sexual orientation, gender identity, religion, color, national or ethnic origin, age, disability, military service, or genetic information in its administration of educational policies, programs, or ...

  19. Certificate in College Teaching

    Certificate in College Teaching. The purpose of the Certificate in College Teaching, co-sponsored by the Center for Teaching and the Graduate School, is to assist Vanderbilt graduate students and post doctoral fellows who wish to gain a clearer, deeper, more active approach to teaching and learning in higher education. The certificate focuses on the research on learning and best teaching ...

  20. Best Online Doctorate In Educational Leadership Programs Of 2024

    Among the programs ranked on this page, the average total tuition for a doctorate comes out to about $55,470, with program costs ranging from about $31,000 on the lower end to nearly $90,000 for ...

  21. Ph.D. Admissions

    The application deadline for the Ph.D. program is January 15th for the coming fall semester. Successful applicants have strong quantitative backgrounds and a passion for research in economics.The application fee is $95.00 upon submission. Please direct all Ph.D. admission inquiries to [email protected].

  22. Doyle named editor of 'Research in Higher Education'

    By Jane Sevier. Will Doyle (Vanderbilt University) Vanderbilt's Will Doyle has been named editor of Research in Higher Education, which publishes studies examining issues in postsecondary ...

  23. Active Learning

    ASH#-ERIC Higher Education Report No. 1, Washington, D.C.: The George Washington University, School of Education and Human Development. Brame, C.J. and Biel, R. (2015). Test-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses. CBE Life Sciences Education, 14, 1-12.

  24. Institute for the Advancement of Higher Education to drive trans

    Dec 11, 2023, 1:46 PM Vanderbilt University has turned some of its celebrated innovation and high-powered attention to collaboration onto the rapidly changing and ever-expanding processes of teaching and learning.

  25. PhD Programs

    The PhD program in Hearing and Speech Sciences is administered through the Vanderbilt University Graduate School. The program emphasizes preparation for research and teaching careers in audiology, speech-language pathology, and hearing or speech science. Doctoral education and training is integrated with the federally-sponsored research ...

  26. Vanderbilt University to launch new review board for social, behavioral

    Recent analyses of IRB data show that the vast majority of new studies at Vanderbilt University that involve human participants are in social, behavioral and education research, whereas fewer than ...

  27. Best Online Master's Programs Of 2024

    For a 30-credit master's degree, this brings estimated total tuition between $9,450 and $138,000. For comparison, according to the National Center for Education Statistics, the average annual ...

  28. VUMC in the news, Feb. 13, 2024

    VUMC in the news, Feb. 13, 2024. Feb. 9, 2024, 10:38 AM. The observance of the 20 th anniversary of the opening of the standalone Monroe Carell Jr. Children's Hospital at Vanderbilt was covered by several news outlets, including WZTV Fox 17 News, WTVF NewsChannel 5, WKRN News 2, and WGNS radio in Murfreesboro.

  29. Cornell, Vanderbilt extend test-optional policies

    Matt Burkhartt/Getty Images. Cornell and Vanderbilt Universities both announced this week that they will extend the test-optional admissions policies they adopted during the pandemic. Cornell's extension is short term, applying only to the next application cycle, while Vanderbilt's forestalls a permanent decision for three more years.