Honoring Excellence: The Susan B. Riley Scholarship and Vanderbilt's Founder's Medalists
Vanderbilt University, a distinguished institution with a rich history of academic achievement, annually recognizes its graduating students with the prestigious Founder's Medal. This coveted award is bestowed upon the student who graduates at the top of their class from each of Vanderbilt's constituent schools. Among these exemplary individuals, the legacy of Professor Susan B. Riley, a pioneering figure in Peabody College, is honored through a dedicated scholarship, underscoring the university's commitment to fostering academic excellence and recognizing outstanding contributions to education.
The Significance of the Founder's Medal
Since 1877, the Founder's Medal has been a symbol of the highest academic accomplishment at Vanderbilt. Each year, this honor shines a spotlight on students who have not only excelled in their coursework but have also demonstrated exceptional dedication, intellectual curiosity, and a commitment to their chosen fields. These medalists represent the pinnacle of student achievement across the diverse schools within the university, from the arts and sciences to engineering, law, medicine, nursing, management, and education.
In a recent commencement, several distinguished students were awarded the Founder's Medal, each with a unique story of academic rigor and personal achievement. Mae Louise Mosley from Henderson, Kentucky, earned the medal for the Blair School of Music. Graduating with a bachelor of music in musical arts/teacher education, instrumental/general, Mosley was a recipient of the Martha Rivers Ingram Scholarship and a dedicated member of the Spirit of Gold marching band, serving as head field commander. Her academic journey also included a transformative study abroad experience at the University of Sydney and the Conservatorium of Music, making her the first music teacher education student to do so. Her achievements were further recognized by her membership in the music honor society, Pi Kappa Lambda, and her winning of the prestigious Presser Award.
Kristin Lee Bater, hailing from Villanova, Pennsylvania, was the Founder's Medalist for the College of Arts and Science. Her bachelor of arts degree, with a major in neuroscience, was complemented by extensive work in faculty research labs, where she delved into the molecular underpinnings of neurocognitive disorders. Bater also demonstrated a remarkable commitment to community engagement, using her skills in dance to organize lessons and performances for Nashville residents with intellectual and developmental disabilities, bridging the gap between Vanderbilt's Momentum Dance Company and Nashville's Best Buddies program.
Susannah Marie Morris, from Atlanta, Georgia, received the Founder's Medal for the Divinity School, graduating with a master of theological studies. A Carpenter Scholar, Morris embodies the next generation of theologians, driven by an intellectual passion for ancient languages and Biblical studies. Her pursuit of knowledge led her to excavate in Jezreel, Israel, and to collaborate with a multi-ethnic worship community.
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The School of Engineering's Founder's Medalist was Kasey Rebecca Hill from Huntsville, Alabama. A graduate with a bachelor of engineering in electrical engineering, Hill was a Cornelius Vanderbilt Scholar, a recipient of the Paul Harrawood Honors Undergraduate Scholarship, and an active member of academic honor societies such as Tau Beta Pi, Mortar Board, and Eta Kappa Nu. Beyond her academic pursuits, she demonstrated a strong commitment to science outreach as the recruitment committee chair for Vanderbilt Student Volunteers for Science and engaged in undergraduate research with the Vanderbilt Radiation Effects and Reliability Group.
Debra Perrone, from Fair Lawn, New Jersey, was recognized as the Founder's Medalist for the Graduate School, earning a Ph.D. in environmental engineering. Her impactful research on water resources garnered an Environmental Protection Agency fellowship, and she further enhanced her international perspective through fellowships at the International Institute for Applied Systems Analysis in Vienna and the National Science Foundation Summer Institute in Singapore.
William Thomas Marks, from Charlotte, North Carolina, achieved the Founder's Medal for the Vanderbilt Law School, graduating with a doctor of jurisprudence. A recipient of the Hess Scholarship, Marks's academic record was stellar, marked by numerous honors including the Archie B. Martin Memorial Award for the highest scholastic average in his first year, consistent Dean's List recognition, and scholastic excellence awards in five classes. His leadership extended to serving as editor-in-chief for the Vanderbilt Law Review and receiving the Myron Penn Laughlin Award for excellence in writing. Following his graduation, Marks was set to clerk for the Honorable Jeffrey S.
Sarah Elizabeth Scott, from Bloomington, Indiana, was honored with the Founder's Medal for the School of Medicine. A recipient of the David Hitt Williams, M.D. Memorial Scholarship, Scott dedicated significant time to Shade Tree Clinic, the student-run free clinic in Nashville, where she served in multiple roles, including pharmacy director. Her commitment to the student body was further evident in her co-chairing of school-wide events and tutoring underclassmen. She is also a member of the Alpha Omega Alpha honor society.
The School of Nursing's Founder's Medalist was Cecilia Kennedy Page from Lexington, Kentucky. Graduating with a doctor of nursing practice, Page developed a scholarly D.N.P. project for the University of Kentucky HealthCare system that resulted in a remarkable 45 percent decrease in documentation time and a 24 percent increase in nursing satisfaction. Her work was presented at national conferences, and she also completed the prestigious Robert Wood Johnson Executive Nurse Fellow Program.
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For the Owen Graduate School of Management, the Founder's Medal was awarded to Peter Kevin Attwater from Kernersville, North Carolina. Attwater, an E. Bronson Ingram Scholar from Owen, also earned the Bruce D. Henderson Scholarship for high honors in his first year. His leadership roles included president of the Vanderbilt Health Care Club, service on the board of the Nashville Health Care Council’s Leadership Health Care Program, and active participation as a Leadership Development Program guide and career peer coach.
Finally, Amanda Lange Palmer from Birmingham, Michigan, received the Founder's Medal for Peabody College of Education and Human Development. A double major in cognitive studies and child development, Palmer's research focused on screening measures, diagnostics, and intervention-based scripts for children with autism spectrum disorder. A Cornelius Vanderbilt Scholar, a Peabody Scholar, and a former recipient of the Susan B. Riley Scholarship, Palmer graduated with highest honors for her outstanding thesis work.
In a separate ceremony, George Watson Williford from Hattiesburg, Mississippi, was awarded the Founder's Medal for Oratory, recognizing his excellence in public speaking. A graduate with a bachelor of arts in political science and philosophy, Williford was a prominent member of the Vanderbilt Debate Squad, earning numerous national and regional awards and qualifying for the National Debate Tournament. He served as captain of the squad and actively volunteered with the Nashville Debate League and the Nashville Elementary Debate Consortium.
The Enduring Legacy of Susan B. Riley
The mention of Amanda Lange Palmer as a former recipient of the Susan B. Riley Scholarship highlights the profound and lasting impact of Professor Susan B. Riley on Peabody College and its students. For alumni who graduated between the 1930s and 1960s, Professor Riley was a central figure on campus. As a professor of English, she broke significant ground by becoming the first woman to chair an academic department outside of home economics or nursing and the first woman to serve as dean of the Graduate School at Peabody.
Her influence on her students was deeply felt, as evidenced by alumni recollections published in the Reflector in 2001. One alumna vividly recalled, “She made the words on a page come alive,” and that “Dr. Riley’s romance with words stays with me still.” Another noted her efficiency, stating, “She wasted not a minute.” Professor Riley's tenure at Peabody was characterized by its length and productivity, leaving a legacy that continues to resonate in classrooms today. The Susan B. Riley Scholarship, endowed by a grateful Peabody alumnus, stands as a testament to her enduring impact, supporting future generations of educators and scholars.
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Supporting Educational Advancement at Peabody College
Peabody College continues to be a powerhouse of leadership development and cutting-edge research, a success attributed in large part to the generosity of its alumni, parents, and friends. The college's commitment to supporting students is exemplified by its fundraising efforts. In its "Shape the Future" campaign, Peabody surpassed its initial $60 million goal and extended it to $75 million, with a significant emphasis on need-based scholarships. The 2008-2009 Donor Roll, which recognizes gifts made between July 1, 2008, and June 30, 2009, reflects the widespread support for Peabody's mission.
The college also hosts events like the 2009 Roundtable Donor Society Dinner, an annual gathering that honors educators and celebrates generous donors who provide annual gifts of $1,000 or more. This event, held as a prelude to Vanderbilt’s Family Weekend, not only recognizes supporters but also toasts Peabody's No. 1 ranking as the best graduate school of education in the country.
For those interested in contributing to Peabody College and further supporting scholarships, Kerry McCartney, associate dean for development and alumni relations, can be contacted at (615) 322-8500. The dedication to scholarships, such as the Susan B. Riley Scholarship, directly impacts the lives of students, enabling them to pursue their academic dreams and contribute to the advancement of education and society.
Innovation in Medical Education: Individualized Interactive Instruction
Beyond the recognition of academic achievement, Vanderbilt University is also at the forefront of innovative pedagogical approaches in its professional schools, as demonstrated by advancements in medical education. The Accreditation Council for Graduate Medical Education (ACGME) Residency Review Committee for Emergency Medicine (RRC-EM) permits residency training programs to incorporate individualized interactive instruction (III), allowing for up to 20% of planned educational experiences to be delivered through this method. This flexibility encourages curricular innovation and the integration of new technologies to meet the evolving needs of modern learners.
A notable example of this innovation involves the development and implementation of virtual small group exercises into an emergency medicine residency training program using a free social media and communication platform, Slack. This approach leverages the principles of social constructivism, emphasizing dialogue between learner and teacher to bridge the gap between existing understanding and desired knowledge.
The virtual small group exercises were designed to foster interaction and knowledge sharing. At the beginning of each month, residents were divided into small groups, each comprising a core faculty member as facilitator and approximately six residents from various training levels. These groups convened in private channels on the residency's Slack team. Facilitator guides outlined educational goals and objectives, including specific prompts that stimulated discussion, aiming to replicate the dialogue found in synchronous small group activities while incorporating objectives that are challenging to achieve in person, such as online evidence searching and critical analysis.
Resident participation was evaluated using a rubric, defining meaningful participation as the sharing of knowledge and experiences, including the discussion of primary literature. Residents were expected to respond to at least one facilitator-initiated discussion and one peer's contribution. Substandard participation was characterized by brief, limited engagement lacking specificity, evidence-based discussion, and experiential perspective. Each facilitator tracked and assessed resident participation, with oversight from residency leadership.
Two distinct virtual small group exercises were trialed: one in March 2017 and another in May 2017. The March exercise focused on identifying alternatives to opiates for pain control, with residents developing a position statement supported by literature. The May exercise adopted a case-based format, presenting a complex clinical scenario involving a patient with shortness of breath that evolved into a diagnosis of salicylate toxicity. The facilitator guided residents through discussions on the pathophysiology and management of these conditions.
Pre-implementation data revealed that a significant majority of learners (66%) had little to no prior experience with Slack, presenting an initial challenge. However, post-implementation surveys indicated a preference for the case-based format of the May activity over the more open-ended March exercise. There was also a trend towards more favorable ratings of the quality of dialogue and task-technology fit in the May session.
This initiative demonstrates the potential of asynchronous online discussions, facilitated by readily available communication platforms, to enhance faculty-resident and resident-resident dialogue, foster the sharing of experiences, and promote the social construction of knowledge. By embracing such innovative methods, medical education programs can effectively meet the ACGME requirements for individualized interactive instruction while preparing residents for the dynamic demands of modern healthcare.
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