Pre-Health Applicant Quick Facts 2020 Entering Class

Total Page:16

File Type:pdf, Size:1020Kb

Pre-Health Applicant Quick Facts 2020 Entering Class Pre-Health Applicant Quick Facts 2020 Entering Class US allopathic/MD medical schools accepted (155) out of (220) Vanderbilt University first-time applicants. Vanderbilt University Acceptance Rate for First-Time Applicants 70% (The national acceptance rate for first-time applicants is not available from the AAMC) US allopathic/MD medical schools accepted (32) of the (50) Vanderbilt University re-applicants. Vanderbilt University Acceptance Rate for Re-Applicants 64% National Acceptance Rate (First-Time and Re-applicants) 44% Vanderbilt University Acceptance Rate (First-Time and Re-applicants) 69% Vanderbilt’s MEAN MCAT score remains higher than the MEAN for the nation. Mean MCAT: Applicants Accepted Applicants National Mean* 506.9 (67-70 %tile) 511.6 (82-85 %tile) Vanderbilt University Mean* 514.3 (89-91 %tile) 516 (93 %tile) Mean Cumulative GPA: Applicants Accepted Applicants National Mean 3.60 3.73 Vanderbilt University Mean 3.58 3.69 Mean Science GPA: Applicants Accepted Applicants National Mean 3.49 3.66 Vanderbilt University Mean 3.43 3.55 Vanderbilt University applicants were accepted into (140) of the (155) US allopathic/MD medical schools during the 2018-2020 Cycles. Pre-med students represented (59) majors during the 2018-2020 Cycles. The most popular majors (as a single major or part of a double major) for the 2020 Cycle were: Medicine, Health, & Society 98 Neuroscience 87 Molecular & Cellular Biology 29 Biomedical Engineering 24 Spanish 18 ∗ Includes students who took the exam more than once 2020 Science GPA and MCAT Comparison (First-Time Applicants) 2020 First-Time Applicants Sample Size Number Accepted Acceptance Rate Total Applicants 220 155 70% Rejections 65 Acceptances 155 SCIENCE GPA <= 3.7 147 90 61% GPA <= 3.7 and MCAT % < 50 4 1 GPA <=3.7 and MCAT % >= 50 and <=90 75 42 GPA <=3.7 and MCAT % >90 68 47 SCIENCE GPA > 3.7 70 62 89% GPA > 3.7 and MCAT % < 50 0 0 GPA >3.7 and MCAT % >=50 and <=90 12 10 GPA > 3.7 and MCAT % >90 58 52 2020 First-Time Applicants Sample Size Number Accepted Acceptance Rate Total Applicants 220 155 70% Rejections 65 Acceptances 155 SCIENCE GPA <= 3.5 99 52 53% GPA <= 3.5 and MCAT % < 50 4 1 GPA <=3.5 and MCAT % >= 50 and <=90 59 30 GPA <=3.5 and MCAT % >90 36 21 SCIENCE GPA > 3.5 118 100 85% GPA > 3.5 and MCAT % < 50 0 0 GPA >3.5 and MCAT % >=50 and <=90 28 22 GPA > 3.5 and MCAT % >90 90 78 Note: Mean MCAT for VU First Time Applicants: Applied=89-91%tile; Accepted=93%tile Data does not include students accepted into Early Acceptance Programs with no MCAT score 2020 Science GPA and MCAT Comparison (First-Time Applicants) 2020 First-Time Applicants Sample Size Number Accepted Acceptance Rate Total Applicants 220 155 70% Rejections 65 Acceptances 155 SCIENCE GPA <= 3.3 62 33 53% GPA <= 3.3 and MCAT % < 50 4 1 GPA <=3.3 and MCAT % >= 50 and <=90 38 21 GPA <=3.3 and MCAT % >90 20 11 SCIENCE GPA > 3.3 155 119 77% GPA > 3.3 and MCAT % < 50 0 0 GPA >3.3 and MCAT % >=50 and <=90 49 31 GPA > 3.3 and MCAT % >90 106 88 2020 First-Time Applicants Sample Size Number Accepted Acceptance Rate Total Applicants 220 155 70% Rejections 65 Acceptances 155 SCIENCE GPA <= 3.1 36 14 39% GPA <= 3.1 and MCAT % < 50 3 1 GPA <=3.1 and MCAT % >= 50 and <=90 24 10 GPA <=3.1 and MCAT % >90 9 3 SCIENCE GPA > 3.1 181 138 76% GPA > 3.1 and MCAT % < 50 1 0 GPA >3.1 and MCAT % >=50 and <=90 63 42 GPA > 3.1 and MCAT % >90 117 96 Note: Mean MCAT for VU First Time Applicants: Applied=89-91%tile; Accepted=93%tile Data does not include students accepted into Early Acceptance Programs with no MCAT score 2020 Allopathic First Time Applicants Science GPA and MCAT Score 4 3.9 3.8 3.7 3.6 3.5 3.4 3.3 3.2 3.1 3 2.9 UndergraduateScience GPA 2.8 2.7 2.6 2.5 2.4 2.3 2.2 2.1 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98 100 MCAT Score Percentile NOTE: Some dots represent more than 1 applicant Accepted Rejected 2020 Allopathic First Time Applicants Cumulative GPA and MCAT Score 4 3.9 3.8 3.7 3.6 3.5 3.4 3.3 3.2 3.1 3 2.9 2.8 Cumulative Cumulative Undergraduate GPA 2.7 2.6 2.5 2.4 2.3 2.2 2.1 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98 100 MCAT Score Percentile NOTE: Some dots represent more than 1 applicant Accepted Rejected Designated Medical School Aggregate Report 2018-2020 Summary Total 2020 2019 2018 Accepted Institution Name Total # of VU Total # of VU Total # of VU 2018-2020 Applicants Applicants Applicants (Combined) Vanderbilt University School of Medicine 183 171 157 76 University of Tennessee Health Science Center College of Medicine 55 52 54 58 University of Cincinnati College of Medicine 76 75 76 42 University of Illinois College of Medicine 35 46 54 35 Northwestern University The Feinberg School of Medicine 112 96 95 32 University of Chicago Division of the Biological Sciences The Pritzker School of Medicine 92 88 54 31 University of Virginia School of Medicine 68 69 65 29 Medical College of Georgia at Augusta University 29 29 31 26 Emory University School of Medicine 160 154 131 25 George Washington University School of Medicine and Health Sciences 152 130 120 25 University of Texas Southwestern Medical School 35 29 31 25 Tulane University School of Medicine 132 124 138 24 University of Alabama School of Medicine 47 40 64 23 Washington University in St. Louis School of Medicine 75 77 71 22 Ohio State University College of Medicine 85 83 86 21 University of South Florida Health Morsani College of Medicine 45 46 46 21 Tufts University School of Medicine 134 117 111 20 University of Miami Leonard M. Miller School of Medicine 111 81 63 20 East Tennessee State University James H. Quillen College of Medicine 33 32 33 19 Saint Louis University School of Medicine 50 65 65 18 University of Louisville School of Medicine 31 37 48 18 Duke University School of Medicine 102 95 92 17 University of Texas Medical School at San Antonio 26 24 23 17 Case Western Reserve University School of Medicine 89 88 71 16 Baylor College of Medicine 81 79 86 14 Columbia University Vagelos College of Physicians and Surgeons 90 98 68 14 Loyola University Chicago Stritch School of Medicine 101 97 91 14 Meharry Medical College 32 36 29 14 New York University Grossman School of Medicine 108 83 43 13 University of Michigan Medical School 99 89 69 13 University of Texas Medical Branch 26 20 23 13 Yale School of Medicine 59 72 49 13 Georgetown University School of Medicine 144 123 122 12 Medical College of Wisconsin 42 30 40 12 University of Kentucky College of Medicine 20 37 41 12 Boston University School of Medicine 106 97 66 11 Rutgers, Robert Wood Johnson Medical School 28 27 19 11 Texas A&M Uni. System HSC Col. of Medicine 23 21 20 11 University of Florida College of Medicine 40 33 29 11 Icahn School of Medicine at Mount Sinai 79 81 54 10 Johns Hopkins University School of Medicine 60 55 58 10 University of Texas Medical School at Houston 30 26 25 10 University of Wisconsin School of Medicine and Public Health 46 26 42 10 Virginia Commonwealth University School of Medicine 38 34 36 10 Wright State University Boonshoft School of Medicine 28 19 27 10 Frank H. Netter MD School of Medicine at Quinnipiac University 44 36 28 9 Keck School of Medicine of the University of Southern California 55 83 75 9 Perelman School of Medicine at the University of Pennsylvania 69 76 56 9 University of Arkansas for Medical Sciences College of Medicine 12 7 13 9 University of South Alabama College of Medicine 11 11 12 9 Weill Cornell Medicine 70 81 46 9 Creighton University School of Medicine 31 27 32 8 Drexel University College of Medicine 91 89 66 8 Florida Atlantic University Charles E. Schmidt College of Medicine 28 14 17 8 Florida International University Herbert Wertheim College of Medicine 29 30 30 8 Lewis Katz School of Medicine at Temple University 76 72 62 8 Morehouse School of Medicine 28 23 20 8 Designated Medical School Aggregate Report 2018-2020 Summary New York Medical College 70 75 54 8 Renaissance School of Medicine at Stony Brook University 37 35 14 8 State University of New York Downstate Medical Center College of Medicine 41 26 25 8 University of Central Florida College of Medicine 36 25 35 8 University of Mississippi School of Medicine 2 3 4 8 Geisel School of Medicine at Dartmouth 67 73 69 7 Harvard Medical School 84 80 63 7 Howard University College of Medicine 33 33 26 7 Indiana University School of Medicine 44 37 47 7 Medical University of South Carolina College of Medicine 25 22 23 7 Sidney Kimmel Medical College at Thomas Jefferson University 76 74 57 7 University of California, Los Angeles David Geffen School of Medicine 59 88 57 7 University of Massachusetts Medical School 25 21 19 7 University of Texas Rio Grande Valley School of Medicine 16 16 18 7 Wake Forest School of Medicine of Wake Forest Baptist Medical Center 110 118 119 7 Chicago Medical School at Rosalind Franklin University of Medicine & Science 68 77 68 6 Donald and Barbara Zucker School of Medicine at Hofstra/Northwell 46 42 27 6 Louisiana State University School of Medicine in New Orleans 19 15 20 6 Pennsylvania State University College of Medicine 46 45 32 6 Rush Medical College of Rush University Medical Center 77 78 69 6 Southern Illinois University School of Medicine 9 7 10 6 University of Colorado School of Medicine 62 44 45 6 University of Iowa Roy J.
Recommended publications
  • Tufts University School of Medicine Curriculum Vitae and Bibliography Format for Clinical Faculty
    TUFTS UNIVERSITY SCHOOL OF MEDICINE CURRICULUM VITAE AND BIBLIOGRAPHY FORMAT FOR CLINICAL FACULTY DATE PREPARED: 042916 FULL NAME AND DEGREE/S: Lisa Gualtieri, PhD, ScM CURRENT ADMINISTRATIVE TITLE (hospital and /or university if applicable): Assistant Professor, Tufts University School of Medicine OFFICE MAILING ADDRESS (Dept. or Division and Box No.): Department of Public Health and Community Medicine, 136 Harrison Avenue, Boston, MA 02111 OFFICE PHONE NUMBER: 617-636-0438 OFFICE FAX NUMBER: 617-636-4017 E-MAIL ADDRESS(ES): [email protected] EDUCATION & TRAINING Undergraduate Year of Degree Degree Institution Discipline 1979 BA University of Massachusetts Boston Mathematics Graduate School and/or Medical School Year of Degree Degree Institution Discipline 1981 ScM Brown University Computer Science 1989 PhD Harvard University Computer Science Postdoctoral Training Fellowships: Years Institution Specialty 1989-1990 Harvard University Computer Science ACADEMIC APPOINTMENTS Dates Title/Primary or Secondary Department Institution 2001-2011 Adjunct Assistant Clinical Department of Public Health and Tufts University School of Professor Community Medicine Medicine 2011- Assistant Professor Department of Public Health and Tufts University School of present Community Medicine Medicine 2011- Adjunct Assistant Professor School of Communication Emerson College present ADMINISTRATIVE APPOINTMENTS Dates Title Department/Program Institution 2013-present Director Digital Health Communication Certificate Program Tufts University School of Medicine
    [Show full text]
  • FALL 2019 Sept 9 – Nov 4
    OSHER LIFELONG LEARNING INSTITUTE AT TUFTS UNIVERSITY FALL 2019 Sept 9 – Nov 4 617-627-5699 www.ase.tufts.edu/lli WHAT IS THE OSHER LLI AT TUFTS? ABOUT OUR PROGRAM The Osher Lifelong Learning Institute at OFFICE INFORMATION Tufts (“Osher LLI”) is a membership-based Tufts University community of adults who seek intellectu- Osher Lifelong Learning Institute al stimulation in a convivial atmosphere. 039 Carmichael Hall No tests, no pressure, no grades—just fun! Medford, MA 02155 We offer an extensive array of educational Phone: (617) 627-5699 and social activities, with classes held ev- ery season of the year. Most of our study Fax: (617) 627-6507 group leaders are drawn from our own Web: www.ase.tufts.edu/lli ranks. Others are scholars from the Tufts eMail: [email protected] community, while still others come to us Hours: Mon–Fri, 9am–5pm from outside the Tufts family with special (throughout the academic year) skills or knowledge to share. the tasks that help us keep going, enjoying Our programs primarily take place on the every second of their participation! Tufts Medford campus and at Brookhaven If you have a curious mind and an interest at Lexington (our “satellite” campus). in learning, come join us! You can become Our members don’t just attend classes, a member for only $50 per year (July they actively participate in our program. 1-June 30). For more information about Members lead study groups, serve on com- membership, visit us online at www.ase. mittees, organize events, and volunteer for tufts.edu/lli.
    [Show full text]
  • How Do You Prepare for Something Like the Tragedy at Virginia Tech? the Truth Is, You Don’T
    »INSIDE: DAVE ADAMS REMEMBERED • THINK FORWARD HISTORICALLY THE FLAGSHIP PUBLICATION OF COLLEGE MEDIA ADVISERS, INC. • SUMMER/FALL 2007 • VOL. 45 NO. 1-2 MEMORIAL SECTION April 16, 2007 Ross Abdallah Alameddine ✦ Jamie Bishop ✦ Brian Bluhm ✦Ryan Clark ✦ Austin Cloyd ✦ Jocelyne Couture-Nowak ✦ Daniel Perez Cueva ✦ Kevin Granata ✦ Matthew Gregory Gwaltney ✦ Caitlin Hammaren ✦ Jeremy Herbstritt ✦ Rachael Hill ✦Emily Jane Hilscher ✦ Jarrett Lane ✦ Matthew Joseph La Porte ✦ Henry Lee ✦ Liviu Librescu ✦ G.V. Loganathan ✦ Parahi Lumbantoruan ✦ Lauren Ashley McCain ✦ Dan O’Neil ✦ Juan Ortiz ✦ Minal Hiralal Panchal ✦ Erin Peterson ✦ Michael Pohle ✦ Julia Pryde ✦ Mary Read ✦ Reema Samaha ✦ Waleed Mohamed Shaalan ✦ Leslie Sherman ✦ Maxine Turner ✦ Nicole White How do you prepare for something like the tragedy at Virginia Tech? The truth is, you don’t. EDITOR'S CORNER The shock waves from the fatal onslaught at Virginia Tech on April 16 still reverberate through- College Media Review out our society in many forums and on many issues. Few of us can probably really understand the is an official publication of College Media depths of the sorrow that campus community has shared unless, God forbid, a similar tragedy has Advisers Inc. ; however, views expressed within its pages are those of the writers and happened on our own. do not necessarily reflect opinions of the The Virginia Tech tragedy has probably had the greatest collective impact on this generation of organization or of its officers. college students since Sept. 11, 2001, when most of our student journalists were just starting their Any writer submitting articles must follow freshman years of high school. For many of them, the events of April 16 present the dilemma that the Writers Guidelines included on page 31.
    [Show full text]
  • Undergraduate Honor System Honor Code Manual Virginia Polytechnic Institute and State University
    Undergraduate Honor Code- Virginia Tech Page 1 UNDERGRADUATE HONOR SYSTEM HONOR CODE MANUAL VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY Reviewed and Approved by the Senior Vice President and Provost, [INSERT DATE] Ratified by the Undergraduate Honor System Review Board, [INSERT DATE] Ratified by the Commission on Undergraduate Studies and Policies, [INSERT DATE] Reviewed and Approved by University General Counsel, [INSERT DATE] Ratified by University Council, [INSERT DATE] Reviewed and Approved by President, [INSERT DATE] Ratified by the Board of Visitors, [INSERT DATE] “As a Hokie, I will conduct myself with honor and integrity at all times. I will not lie, cheat, or steal, nor will I accept the actions of those who do.” Undergraduate Honor Code- Virginia Tech Page 2 Table of Contents Undergraduate Honor Code Manual Virginia Polytechnic Institute and State University Table of Contents Page I. Introduction 3-4 I. A. Community Responsibility 4 II. Definitions of Academic Misconduct 5-8 III. Academic Dishonesty Sanctions 9-11 IV. Procedures Pertaining to Case Resolution 12-20 IV. A. Faculty-Student Resolution 12-15 IV. B. Undergraduate Honor System Procedures 16-20 V. Operating Guidelines for Promotion and Education 21 V.A. Promotion and Communication of Academic Integrity 21-23 V.B. Training and Faculty/Student Assistance 23-24 V.C. Academic Integrity Education Program 24-25 V.D. Academic Integrity Research and Experiential Learning 25-26 VI. Office of Undergraduate Academic Integrity 27-28 VII. Undergraduate Honor System Personnel 29-32 VIII. Approvals and Revisions 33 IX. References 34 X. Honor Code Violation Report Form 35 Undergraduate Honor Code- Virginia Tech Page 3 THE VIRGINIA TECH UNDERGRADUATE HONOR CODE The Virginia Tech Undergraduate Honor Code is the University policy that defines the expected standards of conduct in academic affairs.
    [Show full text]
  • As the Harvard University, Boston
    As the Harvard University, Boston Uni versity, and Tufts University chapters of the American Student Dental Association (ASDA), a student-run organization that represents the rights, interests and welfare of 22,000 dental students across the country, we urge you to change the requirements for initial dental licensure. Currently there are over 463 dental school graduates in Massachusetts that cannot get licensed. Dental students are required to take an exam that involves performing procedures on patients. As a result of dental school clinic closures due to COVID-19, students are unable to take the exam. We are asking you to change licensure requirements now to allow for the following exams to be accepted as new alternatives to current licensure requirements. • Dental Licensure Objective Structured Clinical Exam (DLOSCE). This exam will be released on June 15 and will be administered by the Joint Commission on National Dental Examinations (JCNDE). The DLOSCE is a high-stakes licensure examination consisting of multiple, standardized stations, each of which will require candidates to use their clinical skills to successfully complete one or more dental problem solving tasks without performing procedures on a patient. • American Board of Dental Examiners (ADEX) CompeDont DTX. It is a non-patient-based restorative examination that utilizes the CompeDont™ DTX, a new manikin tooth technology developed by the CDCA and Acadental, Inc. • Western Regional Examining Board (WREB) manikin simulation exam. • ASDA recommends the manikin-based alternatives are adopted in lieu of the patient based restorative and periodontal portions. Recent dental school graduates can play a critical role in helping address the wide-ranging impacts of COVID-19.
    [Show full text]
  • Christopher Henry Schmid Professor and Chair of Biostatistics Brown University
    September 7, 2021 Christopher Henry Schmid Professor and Chair of Biostatistics Brown University Department of Biostatistics Box G-S121-7 121 South Main St Brown University Providence, RI 02912 Email: [email protected] Phone: +1-401-863-6453 Orcid ID: 0000-0002-0855-5313 Education 1983 B.A. Haverford College (Mathematics) 1987 A.M. Harvard University (Statistics) 1991 PhD Harvard University (Statistics) 2013 A.M. Brown University (ad eundem) Academic Appointments 1991-1994 Statistician, Center for Health Services Research and Study Design, Tufts-New England Medical Center 1992-2012 Special and Scientific Staff, Department of Medicine, Tufts Medical Center 1992-1993 Senior Instructor, Tufts University School of Medicine 1993-1999 Assistant Professor of Medicine, Tufts University School of Medicine 1994-2006 Senior Statistician, Biostatistics Research Ctr, Div of Clinical Care Research/ ICRHPS, Tufts 1996-1999 Assistant Professor of Family Medicine and Community Health, TUSM 1999-2006 Associate Professor of Medicine, Tufts University School of Medicine Associate Prof. of Clinical Research, Sackler School of Graduate Biomedical Sciences, Tufts 2006-2012 Professor of Medicine, Tufts University School of Medicine Professor, Sackler School of Graduate Biomedical Sciences, Tufts University 2006-2012 Director, Biostatistics Research Center, ICRHPS, Tufts Medical Center 2007-2012 Adjunct Professor, Friedman School of Nutrition Science and Policy, Tufts University 2012-2020 Adjunct Professor of Medicine, Tufts University 2012- Professor
    [Show full text]
  • Curriculum Vitae
    CURRICULUM VITAE September 2013 JOHN L. GRIFFITH, PhD Associate Dean for Research Bouvé College of Health Sciences Northeastern University Office of Research, Bouvé College of Health Sciences 110 Behrakis Health Science Center Northeastern University 360 Huntington Avenue Boston, MA. 02115 Telephone: (617) 373-7516 EDUCATION Boston University, Boston, MA Ph.D. Mathematics 1994 Tufts University, Medford, MA M.S. Mathematics 1982 Claremont Men's College, Claremont, CA. B.A. 1976 ACADEMIC APPOINTMENTS Bouvé College of Health Sciences, Northeastern University 2012 - Present Professor, Departments of Health Sciences and Counseling and Applied Educational Psychology Tufts Sackler Graduate School of Biomedical Sciences 2002 - 2012 Associate Professor of Medicine Tufts University School of Medicine 2102 - Present Adjunct Associate Professor of Medicine 1999 - 2012 Associate Professor of Medicine 1996 - 2012 Assistant Professor of Family Medicine and Community Health 1993 - 1999 Assistant Professor of Medicine Tufts University School of Veterinary Medicine 1995 Quantitative Course Director, Animals and Public Policy Boston University 1982-1990 Lecturer, Department of Mathematics Tufts University 1980-1982 Lecturer, Department of Mathematics Curriculum Vitae - John L Griffith Page 2 ________________________________________________________________________________________________________________________________________________________________________________________________________ PROFESSIONAL ACTIVITIES Journal Reviewer Clinical Infectious Disease,
    [Show full text]
  • MS in Biomedical Sciences (MBS) Program Brochure
    Boston Tufts Health Sciences Campus is located in downtown Boston and is home to several of Tufts’ health research and teaching institutions. Boston is internationally renowned for medicine and healthcare and can boast some of the world’s top medical centers, healthcare thought leaders, and life science startups. The MBS program at Tufts exposes students to organizations and individuals that will broaden their perspectives, deepen their learning experience, and bolster their professional networks. As a vibrant, cosmopolitan city with deep medical and public health roots, there is no better place than Boston to pursue a career in medicine. Tufts University School of Medicine The mission of Tufts University School of Medicine is to educate a diverse body of students and advance medical knowledge in a dynamic and collaborative environment. Tufts seeks to foster the development of dedicated clinicians, scientists, public health professionals, and educators who will have a sustained positive impact on the health of individuals, communities, and the world. Tufts University School of Medicine Office of Professional Degree Admissions 136 Harrison Avenue, Suite 142 Boston, MA 02111 medicine.tufts.edu Master of Science in Biomedical Sciences Phone: 617.636.0935 Email: [email protected] A Gateway to a Career in Medicine Tufts University School of Medicine's MS in Biomedical MBS BY THE NUMBERS CURRICULUM Sciences (MBS) Program is a rigorous, special master’s The MBS core curriculum is designed to help students excel and consists of 13 required courses, ten of which program designed for students looking to strengthen their are identical to, or based upon, Tufts University School of Medicine’s MD program courses.
    [Show full text]
  • Curriculum Vitae
    NEETI NAIR Corcoran Department of History University of Virginia P. O. Box 400180 Charlottesville, VA 22904 email: [email protected] ACADEMIC EMPLOYMENT University of Virginia, Corcoran Department of History, Associate Professor, fall 2012 - present University of Virginia, Corcoran Department of History, Assistant Professor, 2006 - 2012 University of Virginia, South Asia Center, Core Faculty, 2006 - 2016 Tulane University, Department of History, Assistant Professor, spring 2006 Brown University, Department of History, Visiting Instructor, spring 2005, spring 2004 EDUCATION Ph.D. in History. Tufts University, 2005 M.A. in History. Tufts University, 2000 B.A. in History (Honours). St. Stephen’s College, University of Delhi. First Class. 1998 Indian School Certificate. Rishi Valley School, Krishnamurti Foundation India. 1995 PUBLICATIONS BOOKS Changing Homelands: Hindu Politics and the Partition of India, Cambridge, MA: Harvard University Press 2011, 356 pages including notes, bibliography Co-published by Permanent Black in India, 2011; Paperback, 2016 Short-listed for the AHA’s inaugural John F. Richards Prize for South Asian History, 2011 A Washington Post WorldViews Recommended Book, 2013 Invited essays on related themes: Page 99 Test, India Today, Seminar Reviews: The American Historical Review, Contemporary South Asia, Indian Economic and Social History Review, Journal of Asian Studies, South Asia: Journal of South Asian Studies, Journal of the Economic and Social History of the Orient, Social History, Asian Affairs, 1 Journal of Genocide
    [Show full text]
  • TRIAL INNOVATION NETWORK Team Roster
    TRIAL INNOVATION NETWORK Team Roster Trial Innovation Center – Duke University/Vanderbilt University Danny Benjamin Michael DeBaun Julie Ozier Principal Investigator Vanderbilt Investigator Representative C-IRB Lead Duke University Vanderbilt University Vanderbilt University [email protected] [email protected] [email protected] Gordon Bernard Jennifer Dix JoAnna Pomerantz Co-Principal Investigator Admin Support- Website Sr. Associate Contracts Management Vanderbilt University Vanderbilt University Duke University [email protected] [email protected] [email protected] Lori Poole Julia Dunagan Renee Pridgen Lead Program Manager Admin Support- Website Director, Clinical Operations Duke University Vanderbilt University Duke University [email protected] [email protected] [email protected] Terri Edwards Aimee Edgeworth Jill Pulley Admin Lead Admin Support Executive Director Vanderbilt University Vanderbilt University Vanderbilt University [email protected] [email protected] [email protected] Rebecca Abel Shelby Epps Libby Salberg C-IRB Lead Admin Support-Master Agreements Master Agreements Project Lead Vanderbilt University Vanderbilt University Vanderbilt University [email protected] [email protected] [email protected] Leslie Amos Davera Gabriel Emily Sheffer Project Lead Senior Informaticist Admin Support- Central IRB Duke University Duke University Vanderbilt University [email protected] [email protected]
    [Show full text]
  • Inclusive Higher Education Resources
    INCLUSIVE HIGHER EDUCATION RESOURCES INCLUSIVE UNIVERISITIES IN TENNESSEE Vanderbilt University Next Steps Program: Nashville, TN Expanding to 4 Years Future Residential www.vu.edu/nextsteps The Tennessee Inclusive Higher Education Alliance works to increase the postsecondary educational opportunities for students on two and four-year Lipscomb University college campuses and Tennessee Colleges of Applied Technology. The Alliance follows Think College recommendations for quality educational IDEAL Program: Nashville, opportunities. TN http://vkc.mc.vanderbilt.edu/vkc/ucedd/alliance/ Expanding to 3 Years Think College is an initiative of the Institute for Community Inclusion (ICI) at Piloting Residential the University of Massachusetts Boston. ICI has been a leader in the area of lipscomb.edu/education/special-programs/ideal%20program postsecondary education for people with intellectual and other developmental disabilities for over ten years. The Think College website is designed to provide resources and strategies for students, families, and professional. University of Tennessee http://www.thinkcollege.net/index.php FUTURE Program: Knoxville, TN Going To College is a resource for teens with disabilities. http://www.going- to-college.org/ Students with Disabilities Expanding to 3 Years Future Residential Preparing for Postsecondary Education: Know Your Rights and futureut.utk.edu/ Responsibilities is a pamphlet, provided by the Office for Civil Rights (OCR) in the U. S. Department of Education, explains the rights and responsibilities University of Memphis of students with disabilities who are preparing to attend postsecondary schools. http://www2.ed.gov/about/offices/list/ocr/transition.html TigerLIFE: Memphis, TN Heath Resource Center is an online Clearinghouse On Postsecondary Education for Individuals with Disabilities Post-ITT Web Site is a collection of Expanding to 4 Years resources and activities to help students, parents and educators plan for Future Residential transition from secondary to postsecondary schools.
    [Show full text]
  • Bradley S. Paye Curriculum Vitae: January 2021
    Bradley S. Paye Curriculum Vitae: January 2021 Contact Pamplin College of Business Phone: 540–231–6523 Information Virginia Tech [email protected] Pamplin 3056 www.finance.pamplin.vt.edu/brad-paye/ Blacksburg, VA, 24061 Citizenship: USA Academic Pamplin College of Business, Virginia Tech Appointments Assistant Professor of Finance, 2016–present Terry College of Business, University of Georgia Assistant Professor of Finance, 2011–2016 Jesse H. Jones Graduate School of Business, Rice University Assistant Professor of Finance, 2004–2011 Education 2004 Ph.D. in Economics, University of California, San Diego 1996 B.A. in Economics, Washington & Lee University (magna cum laude) Published & Chen, Yong, Gregory W. Eaton, and Bradley S. Paye. “Micro(structure) before macro? The Forthcoming predictive power of aggregate illiquidity for stock returns and economic activity.” Journal of Papers Financial Economics, 2018, 130 (1), 48–73. Eaton, Gregory W. and Bradley S. Paye. “Payout yields and stock return predictability: How important is the measure of cash flow?” Journal of Financial and Quantitative Analysis, 2017, 52 (4), 1639–1666. Paye, Bradley S. “‘Déjà vol’: Predictive regressions for aggregate stock market volatility using macroeconomic variables.” Journal of Financial Economics, 2012, 106 (3), 527–546. Grullon, Gustavo, Bradley S. Paye, Shane Underwood, and James P. Weston. “Has the propensity to pay out declined?” Journal of Financial and Quantitative Analysis, 2011, 46 (1), 1–24. Fleming, Jeff, and Bradley S. Paye. “High-frequency returns, jumps and the mixture of normals hypothesis.” Journal of Econometrics, 2011, 160 (1), 119–128. Paye, Bradley S., and Allan Timmermann. “Instability of return prediction models.” Journal of Empirical Finance, 2006, 13 (3), 274–315.
    [Show full text]