higher education policy professors

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Education policy, doctor of philosophy (ph.d.), you are here, an individualized doctoral program and an apprenticeship that prepares you for advanced empirical education policy research..

The goal of the Education Policy doctoral program is to produce the next generation of education policy scholars and researchers by providing students with deep content knowledge, disciplinary grounding, and training in the use of rigorous, cutting-edge methods. We study early childhood education, K-12, and beyond, in the United States and around the world. Our program has a proven record of preparing students for a variety of research careers, such as professors at top tier-universities and policy researchers at premier research firms, non-profit research organizations, and government agencies.

What Sets Us Apart

About the program.

The Education Policy Ph.D. program equips graduates with the knowledge and methodological tools to use, understand, and conduct research on the pressing educational issues of the day.  Your program of study will be matched to your specific interests in education policy on the local, state, national, or international levels. 

Fall: 4 courses; Spring: 4 courses

Research apprenticeship 20 hours per week

Culminating experience Comprehensive examination and doctoral dissertation 

At the heart of the Education Policy Ph.D. program is the research apprenticeship. You will be paired with Education Policy faculty members whose research interests align with your own, and work alongside them in the research process. You will learn to design, conduct, and communicate the results of empirical research, including presenting papers at scholarly conferences and submitting articles to scholarly journals for publication.

In addition to an  individualized program of study,  our students are required to write a significant qualifying paper and complete a dissertation on an issue in education. 

Transfer Courses

Course units of graduate coursework taken prior to matriculation into the Ph.D. degree program, if approved by both your faculty advisor and the Education Policy Chair, may be substituted for one or more of the above required courses. However, students are still required to complete 16 course units while at Penn GSE.

Program Length

Our Ph.D. program is designed to be completed in four years—two years of full-time coursework and two years to complete exams and dissertation. The University’s maximum time limit for completion is ten years after matriculation.

Preliminary Examination/Doctoral Dissertation

At the end of the coursework, students complete a preliminary examination (also known as the qualifying paper or comprehensive examination) covering relevant areas of education policy. Successful passage bestows doctoral candidacy, at which point students appoint a dissertation committee, orally defend their dissertation proposal, and write and defend their dissertation.

Our program offers a balance of flexibility and rigor. We want our students to be able to tailor their courses to their own interests and expertise while ensuring that they develop methodological and content-area expertise. One of the strengths of our program is that students can take courses in nationally ranked departments across the University of Pennsylvania. Many of our students take courses at the Wharton School, the School of Social Policy and Practice, and in departments including Sociology and Political Science. Advisors work closely with students to design their course of study.

For information on courses and requirements, visit the  Education Policy Ph.D. program in the University Catalog .

Our Faculty

The Education Policy faculty study everything from big data in early childhood education to assessment evaluation to the teacher workforce. In addition to the standing faculty in Education Policy, our program is enriched by the scholarship of faculty members from the Literacy, Culture, and International Education, Human Development and Quantitative Methods, and Teaching, Learning, and Leadership divisions. 

Affiliated Faculty

Sigal Ben-Porath MRMJJ Presidential Professor Ph.D., Tel Aviv University

Wendy Chan Assistant Professor Ph.D., Northwestern University

Dennis P. Culhane Professor, Penn Social Policy & Practice Ph.D., Boston College

John MacDonald Professor of Criminology and Sociology, Penn Arts & Sciences Ph.D., University of Maryland

Laura W. Perna Vice Provost for Faculty Ph.D., University of Michigan

Daniel A. Wagner UNESCO Chair in Learning and Literacy Ph.D., University of Michigan

Sharon Wolf Associate Professor Ph.D., New York University

Jonathan Zimmerman Judy and Howard Berkowitz Professor in Education Ph.D., Johns Hopkins University

"I went to Penn GSE because I wanted to understand the education research that drove policy changes, and I wanted to make that research applicable to teachers."

Wendy Castillo

Our graduates.

Our graduates are equipped with the knowledge and methodological tools to use, understand, and conduct research on the pressing educational issues of the day. We have a proven record of preparing students for a variety of research careers, such as professors at top-tier universities and policy researchers at premier research firms, nonprofit research organizations, and government agencies. Some alumni have also gone on to lead schools, districts, and other organizations.

Alumni Careers

Recent job placements.

• Assistant Professor, University of Wisconsin-Madison
• Assistant Professor, St. Louis University
• Assistant Professor, University of Maryland, College Park
• Postdoctoral Scholar, University of Pennsylvania
• Postdoctoral Scholar, University of North Carolina at Chapel Hill
• Lecturer, Princeton University
• Senior Analyst, Abt Associates
• Research Associate, MDRC
• Analyst, Congressional Research Office

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Nakia Gard Program Manager (215) 573-8075 [email protected]

Noel Lipki Program Coordinator (215) 746-2923 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Consortium For Policy Research In Education

The Consortium for Policy Research in Education (CPRE) is a joint effort of seven graduate schools of education. Its research focuses on school reform, governance, policy, and finance.

Penn Early Childhood and Family Research Center

The Penn Early Childhood and Family Research Center aims to advance the use of science in a context of public trust to address problems affecting the well-being of young children and families facing systemic injustice and disadvantage.

Center on Standards, Alignment, Instruction, and Learning

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-ready standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation.

Our Students

Our doctoral students engage in research alongside Education Policy throughout the course of their degree. Learn more about our students and their research.

You May Be Interested In

Related programs.

• Education Policy M.S.Ed. 
• Education, Culture, and Society Ph.D. 
• Higher Education Ph.D. 
• Quantitative Methods M.Phil.Ed.
• Quantitative Methods Ph.D.
• Statistics, Measurement, Assessment, and Research Technology M.S.Ed.

Related Topics

What education policy experts are watching for in 2022

Subscribe to the brown center on education policy newsletter, daphna bassok , daphna bassok nonresident senior fellow - governance studies , brown center on education policy stephanie riegg cellini , stephanie riegg cellini nonresident senior fellow - governance studies , brown center on education policy michael hansen , michael hansen senior fellow - brown center on education policy , the herman and george r. brown chair - governance studies douglas n. harris , douglas n. harris nonresident senior fellow - governance studies , brown center on education policy , professor and chair, department of economics - tulane university jon valant , and jon valant director - brown center on education policy , senior fellow - governance studies kenneth k. wong kenneth k. wong nonresident senior fellow - governance studies , brown center on education policy.

January 7, 2022

Entering 2022, the world of education policy and practice is at a turning point. The ongoing coronavirus pandemic continues to disrupt the day-to-day learning for children across the nation, bringing anxiety and uncertainty to yet another year. Contentious school-board meetings attract headlines as controversy swirls around critical race theory and transgender students’ rights. The looming midterm elections threaten to upend the balance of power in Washington, with serious implications for the federal education landscape. All of these issues—and many more—will have a tremendous impact on students, teachers, families, and American society as a whole; whether that impact is positive or negative remains to be seen.

Below, experts from the Brown Center on Education Policy identify the education stories that they’ll be following in 2022, providing analysis on how these issues could shape the learning landscape for the next 12 months—and possibly well into the future.

I will also be watching the Department of Education’s negotiated rulemaking sessions and following any subsequent regulatory changes to federal student-aid programs. I expect to see changes to income-driven repayment plans and will be monitoring debates over regulations governing institutional and programmatic eligibility for federal student-loan programs. Notably, the Department of Education will be re-evaluating Gainful Employment regulations—put in place by the Obama administration and rescinded by the Trump administration—which tied eligibility for federal funding to graduates’ earnings and debt.

But the biggest and most concerning hole has been in the  substitute teacher force —and the ripple effects on school communities have been broad and deep. Based on personal communications with Nicola Soares, president of  Kelly Education , the largest education staffing provider in the country, the pandemic is exacerbating several problematic trends that have been quietly simmering for years. These are: (1) a growing reliance on long-term substitutes to fill permanent teacher positions; (2) a shrinking supply of qualified individuals willing to fill short-term substitute vacancies; and, (3) steadily declining fill rates for schools’ substitute requests. Many schools in high-need settings have long faced challenges with adequate, reliable substitutes, and the pandemic has turned these localized trouble spots into a widespread catastrophe. Though federal pandemic-relief funds could be used to meet the short-term weakness in the substitute labor market (and mainline teacher compensation, too ), this is an area where we sorely need more research and policy solutions for a permanent fix.

First, what’s to come of the vaccine for ages 0-4? This is now the main impediment to resuming in-person activity. This is the only large group that currently cannot be vaccinated. Also, outbreaks are triggering day-care closures, which has a significant impact on parents (especially mothers), including teachers and other school staff.

Second, will schools (and day cares) require the vaccine for the fall of 2022? Kudos to my hometown of New Orleans, which still appears to be the nation’s only district to require vaccination. Schools normally require a wide variety of other vaccines, and the COVID-19 vaccines are very effective. However, this issue is unfortunately going to trigger a new round of intense political conflict and opposition that will likely delay the end of the pandemic.

Third, will we start to see signs of permanent changes in schooling a result of COVID-19? In a previous post on this blog, I proposed some possibilities. There are some real opportunities before us, but whether we can take advantage of them depends on the first two questions. We can’t know about these long-term effects on schooling until we address the COVID-19 crisis so that people get beyond survival mode and start planning and looking ahead again. I’m hopeful, though not especially optimistic, that we’ll start to see this during 2022.

The CTC and universal pre-K top my list for 2022, but it’s a long list. I’ll also be watching the Supreme Court’s ruling on vouchers in Carson v. Makin , how issues like critical race theory and detracking play into the 2022 elections, and whether we start to see more signs of school/district innovation in response to COVID-19 and the recovery funds that followed.

Electoral dynamics will affect several important issues: the selection of state superintendents; the use of American Rescue Plan funds; the management of safe return to in-person learning for students; the integration of racial justice and diversity into curriculum; the growth of charter schools; and, above all, the extent to which education issues are leveraged to polarize rather than heal the growing divisions among the American public.

Early Childhood Education Education Policy Higher Education

Governance Studies

Brown Center on Education Policy

Kelly Rosinger, Robert Kelchen, Justin Ortagus, Dominique J. Baker, Mitchell Lingo

August 9, 2024

Carolyn Esswein, Justin Hegarty

August 8, 2024

Nicol Turner Lee

Articles on Higher education policy

Displaying 1 - 20 of 215 articles.

Why big university surpluses underscore the need to reform how they are funded and governed

Damien Cahill , University of Sydney

Labor’s promised universities accord could be a turning point for higher education in Australia

Gavin Moodie , University of Toronto

Here’s what the government and universities can do about the crisis of insecure academic work

Jess Harris , University of Newcastle

Black women in South African academia struggle to get ahead: what needs to change

Jean Lee Farmer , Stellenbosch University

Australia’s strategy to revive international education is right to aim for more diversity

Omer Yezdani , Australian Catholic University

Bridging programs transform students’ lives – they even go on to outperform others at uni

Thomas Roche , Southern Cross University and Suzi Syme , Southern Cross University

Think our unis are all much the same? Look more closely and you will find diversity

Julian Zipparo , UNSW Sydney ; Kalervo Gulson , University of Sydney , and Kristy Muir , UNSW Sydney

Let’s talk about what each uni does, but don’t make it a choice between teaching or research

Gwilym Croucher , The University of Melbourne

1 in 4 unemployed Australians has a degree. How did we get to this point?

Lynlea Small , University of the Sunshine Coast ; Amie Shaw , Griffith University , and Ruth McPhail , Griffith University

Our unis do need international students and must choose between the high and low roads

John Shields , University of Sydney

Dobell Biennial showcases drawing today as we consider its future in the real world

Ari Chand , University of Newcastle

When students fail, many do nothing about it. Here’s how unis can help them get back on track

Nadine Zacharias , Swinburne University of Technology and Rola Ajjawi , Deakin University

Uni student failure rate is a worry, but the government response is too  heavy-handed

Andrew Norton , Australian National University

Why degree cost increases will hit women hardest

Deanne Gannaway , The University of Queensland and Grace Dunn , The University of Queensland

India’s impressive new education policy could create opportunities for Australian universities and young people

Craig Jeffrey , The University of Melbourne

The government claims teaching is a national priority, but cheaper degrees won’t improve the profession

Peter Goss , Grattan Institute

Coronavirus and university reforms put at risk Australia’s research gains of the last 15 years

Can government actually predict the jobs of the future?

David Peetz , Griffith University

The government is making ‘ job-ready ’ degrees cheaper for students – but cutting funding to the same courses

Ian Marshman , The University of Melbourne and Frank Larkins , The University of Melbourne

The government’s funding changes are meddling with the purpose of universities

John Fischetti , University of Newcastle and Catharine Coleborne , University of Newcastle

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Professor in the Practice of Higher Education Policy, Australian National University

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Senior Research Fellow, Curtin University

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Higher Education Administration and Policy

Higher education administration and policy ph.d. program.

The Higher Education Administration and Policy doctoral program is ideal for those who want to engage in higher education policy research or have a deep desire to improve their administrative practice. With its rigorous immersion in theory and methodology, this program will provide you with the tools and knowledge you need to research and understand the complex challenges facing higher education administration and policymakers today. You will be a part of a small group of doctoral students who work closely in an apprentice-style relationship with faculty on funded research projects. Among our students are faculty members, deans of community colleges, and administrators at state colleges and universities from throughout California.

Specialization Overview

• Program Overview
• Program Cost
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• Start Term: Fall only
• Program Length: Approximately 5 years
• Units: 60 minimum
• Format: In-person instruction on Riverside campus
• Schedule: Each class meets once a week 4-7pm (Monday-Thursday)
• 94% of students receive multi-year fellowships

Steps to Degree Completion

• Complete coursework
• Written qualifying exam
• Oral qualifying exam/pre-proposal
• Proposal approved by dissertation committee
• Dissertation and final defense

Students admitted to the Ph.D. program are often offered a multi-year fellowship which covers tuition and health insurance and provides a stipend and/or paycheck during the academic year. It is recommended that students complete the program full time to meet the fellowship requirements working as a Teaching Assistant (TA) or Graduate Student Researcher (GSR). These duties require students to be available Monday through Friday 8 a.m. to 8 p.m. for 15-20 hours per week.

Quarterly costs may be viewed here

Faculty research areas include:

• College access
• Critical race theory
• Diversity & inclusion
• Racial equity

A complete list of faculty research areas can be found here , and SOE’s Centers, Programs, and Labs can be found here .

Curriculum Overview

The full-time program is offered on a quarter calendar beginning in Fall, and requires a minimum of 60 units of course work. In consultation with the faculty advisor, a student selects the Quantitative or the Qualitative Methods strand to complete, plus one course from the strand they did not select. Students will also take 2 or more electives, and a required teaching and professional development course.

Career Opportunities

Students are eligible to become: 

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• Senior-level higher education administrators

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We encourage prospective students to reach out to faculty whose research interests align with their own.

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Higher Education Policy

This course will examine major policy issues in higher education in both the United States and abroad. Topics covered will include models of individuals’ educational investment decisions, rationale for government involvement in higher education markets, the effects of higher education on long-term social and economic outcomes, and the behavior of institutions that produce higher education. Students will use economic models and interpret experts’ empirical findings to analyze current issues in higher education policy such as free community college, financial aid and student loans, affirmative action, higher education accountability, and student debt relief.

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Stephen J. Aguilar

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Volume 36, issue 4, December 2023

10 articles in this issue

The Implementation of Research Policy: The Case of Two State Universities in Cameroon

• Marinette Bahtilla
• Content type: Original Article
• Published: 13 July 2022
• Pages: 657 - 676

Narrating the Belt and Road Education Policy: A Critical Policy Discourse Analysis

• Etienne Woo
• Published: 02 August 2022
• Pages: 677 - 699

University Umbrella Structures: The Slovak Route to Institutional Mergers or Organisational Semblance of Plausible Policy Imitation?

• Dominik Antonowicz
• Marián Sekerák
• Published: 06 August 2022
• Pages: 700 - 718

The Effects of Parenthood on Grant Application in China: The Case of an Early Career Grant

• Published: 08 August 2022
• Pages: 719 - 738

Philippine Free Higher Education News Reports: Corpus-Based Comparative Analysis of Seven English National Newspapers

• Jonathan R. Carreon
• Elvira S. Balinas
• Published: 18 August 2022
• Pages: 739 - 757

Of Performance and Impact: How AACSB Accreditation Contributes to Research in Business Schools

• Elena Veretennik
• Olga Okulova
• Published: 19 August 2022
• Pages: 758 - 780

Democratic Backsliding and the Balance Wheel Hypothesis: Partisanship and State Funding for Higher Education in the United States

• Barrett J. Taylor
• Kelsey Kunkle
• Kimberly Watts
• Published: 26 August 2022
• Pages: 781 - 803

Faculty Promotion Policy and the Academic Capitalist Regime: Professors’ Actions in Two Colombian Academic Departments

• Isabel C. Montes
• Danny Garcia-Callejas
• Carmen Ocampo-Salazar
• Published: 21 September 2022
• Pages: 804 - 825

Separate But Equal? Diversity Policy Narratives in Israeli Higher Education

• Ayala Hendin
• Published: 23 September 2022
• Pages: 826 - 846

Does University Level the Playing Field? Impacts of Spatial Inequalities on the Gap in the Earnings of Similar Graduates: Evidence from the UK

• Sangwoo Lee
• Published: 27 September 2022
• Pages: 847 - 870

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• Faculty Issues
• A Big Chunk of Professors Flunked U of Florida Post-Tenure Review

After the state required post-tenure reviews, roughly one-fifth of the UF professors evaluated in the first round were either found lacking, decided to leave or chose to give up research—and likely their tenure with it. At Florida State, by contrast, all professors passed muster.

By  Ryan Quinn

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Florida governor Ron DeSantis and other Republicans have mandated post-tenure review at public institutions such as the University of Florida.

Photo illustration by Justin Morrison/Inside Higher Ed | Joe Raedle/Getty Images | Jeffrey Greenberg/Universal Images Group/Getty Images

Post-tenure reviews aren’t a new phenomenon in higher education. The American Association of University Professors has had a stance on them going back to 1983, and in 1999 it released a report saying they should be for “faculty development” and not “undertaken for the purpose of dismissal.”

Last year, Republican lawmakers in Florida passed a law requiring post-tenure reviews for professors at public universities. That wasn’t unique. But as with other policies, how administrators implement post-tenure review matters—and the board of the State University System of Florida determined that professors who receive the lowest review ranking, “unsatisfactory,” will “receive a notice of termination.” Now, the first round of post-tenure reviews has been completed. And the flagship University of Florida’s process produced a figure that has raised eyebrows among its faculty: About one-fifth of reviewed professors failed to pass muster or gave up defending their tenure.

“There’s no mincing words: Tenure’s gone. It’s been replaced by a five-year contract,” said Meera Sitharam, president of the United Faculty of Florida union’s UF chapter. She said UF’s implementation of the policy “really gives them a chance to get rid of people they don’t like.”

During a June Faculty Senate meeting, Provost J. Scott Angle provided what he called preliminary numbers on the results of the reviews—preliminary because then president Ben Sasse , a former Republican U.S. senator, could still change the scores professors received. Angle acknowledged that “the process was rushed this year” but said, “I think overall it probably was reasonably effective.”

Angle combined people who received the two lowest ratings, “unsatisfactory” and “does not meet expectations,” which puts professors on a performance improvement plan that can lead to their firing. When he added those to the professors who quit amid the process or decided to teach full-time, likely giving up tenure to do so, “in total, that was about 21 percent of the 258 cases that we reviewed this year.”

Those “cases” were people: It was the number of tenured faculty members up for review. As for the professors Angle mentioned who are “moving to become” full-time teachers, he said, “It’s my understanding that they would give up tenure—there’s still some job security for our master teachers, obviously.” He didn’t provide the faculty senators a breakdown of how many people would be relinquishing tenure in this manner.

The university did not grant an interview Tuesday with Angle or another administrator about these numbers. But it did provide a “final” July 1 report on the 2024 post-tenure review cycle that included numbers similar to what the provost had described.

The report said that, out of 262 professors up for review, 31 “either retired, entered retirement agreements or resigned during the review period.” A further 34 didn’t meet expectations and five were dubbed unsatisfactory. Add those categories up, and it’s 27 percent.

That document doesn’t say how many of those who quit during the review period did so because they feared they’d be fired anyway. And it doesn’t number the professors Angle mentioned as voluntarily giving up tenure to transition to full-time teaching roles. But it does suggest that post-tenure review will have a significant impact on UF’s workforce.

And UF’s numbers are much higher than at other Florida public institutions. Florida State University told Inside Higher Ed it placed zero in the “unsatisfactory” or “does not meet expectations” categories. And the Independent Florida Alligator student newspaper reported only around 11 percent in those categories at the University of Central Florida, 5 percent at Florida International University, 7 percent at the University of West Florida and 6 percent at the University of North Florida.

Though UF seems to be diverging from its fellow public institutions, it may be taking a cue from the state to get serious about post-tenure review.

‘Embellished’ Reviews

Early last year, Florida governor Ron DeSantis announced legislation targeting tenure. “The most significant deadweight cost at universities is typically unproductive tenured faculty,” DeSantis said .

In May of that year, he signed the controversial Senate Bill 266 into law. Along with banning Florida’s public colleges and universities from spending state and federal dollars on diversity, equity and inclusion programs, the law required post-tenure reviews every five years and said that faculty tenure, firings and other personnel decisions at public institutions can’t be arbitrated.

Editors’ Picks

A decade after scott walker’s bill, u of wisconsin may see first mass layoff of tenured faculty.

• Inside an HBCU’s Big Endowment Push

So the post-tenure review could lead to a professor’s ouster, and the professor could no longer arbitrate that decision. But Sitharam, the union president, said the statewide Board of Governors went beyond the law, which, she noted, “doesn’t even use the word ‘termination.’” And on top of that, she said, “my university has embellished the Board of Governors’ regulations.”

“Everybody that I know sees it as a destruction of the university and everybody’s scratching their head as to what the [UF] leadership is even trying to achieve,” Sitharam said.

One UF law professor, Steven Willis, is among the plaintiffs in a lawsuit filed July 30 against the State University System of Florida board and legislative leaders, seeking a judgment that the law requiring post-tenure review is unconstitutional. It’s unclear, though, whether a victory would lead UF to drop its own policy.

Willis said the post-tenure review doesn’t provide for due process, saying he gets only one page to respond to what his dean says about his scholarship over the past five years, one to respond about his teaching and one to respond about the service aspect of his job. “That’s ridiculous,” he said.

Willis said he’s a Republican and Christian who’s the faculty adviser for UF’s Christian Legal Society and its Federalist Society. He supports DeSantis, and he’s not opposed to post-tenure review. But “it needed to be designed with due process so that people had a chance to be heard and a chance to defend themselves,” Willis said, “and we don’t have that.”

DeSantis has criticized “woke” professors, cut off funding for DEI in public universities and championed a conservative overhaul of New College of Florida. In red Florida, left-leaning faculty members may feel they have more to fear if post-tenure review is used as a political tool.

But conservative-leaning defenders of academic freedom have noted that tenure is a way to protect the jobs of conservative professors at liberal institutions. Willis said that, if people are targeted, it’s not going to start with professors on the left. “At the moment nearly every college administration is dominated by the left,” Willis said. “In the short run, it’s people on the right, Republicans and Christians, and we are rare. That’s who’s going to get targeted.”

Enrollment Cliff, Meet Longevity Boom

Two major demographic shifts present an opportunity to innovate, Lindsey Beagley, Simon Chan and Kyra Jones write.

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New Faculty 2024-2025

Innovative. thoughtful., engaged in matters of consequence..

These characteristics are embedded in the DNA of Duke University’s Sanford School of Public Policy. The Sanford School of Public Policy is pleased to announce these faculty appointments for 2024-2025.

Joab Corey has recently been appointed as a faculty member at the Sanford School of Public Policy, where he will focus on core public policy courses, including Public Policy 303: Microeconomic Tools for Policy Analysis and Public Policy 304: Economics of the Public Sector. Corey brings with him a distinguished academic background, having earned his undergraduate and doctoral degrees from West Virginia University (WVU). His Ph.D. research examined the interplay between natural resource abundance, institutional quality, and economic growth across U.S. states, reflecting his deep commitment to understanding and improving economic policy.

Corey’s research interests span state and local policy, international economic development, applied microeconomics, and economics education pedagogy. His current work builds on this foundation, focusing on innovative teaching strategies and the integration of economic theory with policy applications. At Sanford, Corey aims to enhance the department’s educational approach through interactive and engaging methods, contributing to a vibrant academic community and fostering closer relationships with his students. His recent publications in the Journal of Economics Education underscore his ongoing dedication to advancing the field of economics education.

Susan Colbourn

Susan Colbourn is an Associate Research Professor at the Sanford School of Public Policy, where she has been a key member of the faculty since 2021. She earned her undergraduate degree in history and international relations from the University of Toronto, followed by a master’s degree in the history of international relations from the London School of Economics and Political Science, and a PhD in history from the University of Toronto. Her academic career includes postdoctoral fellowships at Yale University's International Security Studies.

Colbourn's research focuses on post-World War II international affairs, particularly the European security order, the role of nuclear weapons, and NATO. Her current project involves a comprehensive history of NATO, tracing its development from the late 1940s to the present. She is deeply interested in how historical events and interpretations influence contemporary policy challenges.

At Sanford, Colbourn contributes to the Program in American Grand Strategy and is known for her innovative teaching methods, including organizing the annual international staff ride, which provides students with hands-on experiences of significant historical events. Her commitment to historical research and education continues to inspire and engage the Sanford community.

Garry S. Mitchell

Garry S. Mitchell, Jr., newly appointed as Assistant Professor of Public Policy, recently earned his Ph.D. from the Harvard Graduate School of Education. As a Stone PhD Scholar in Inequality and Wealth Concentration at the Kennedy School and an Ethics Pedagogy Fellow at the Safra Center for Ethics, Mitchell’s background reflects a profound commitment to educational justice and inequality.

Mitchell's research sits at the intersection of sociology, history, and philosophy of education, with a focus on the punishment-to-privilege spectrum in K-12 schools and its broader societal implications. His current work investigates College Preparatory School Programs (CPSPs), which aim to assist low-income, minoritized students in competing for spots in elite independent schools. By combining empirical data with ethical analysis, Mitchell seeks to illuminate how these programs affect upward mobility and influence educational discourse. His research aims to challenge prevailing assumptions about mobility and highlight the nuanced experiences of marginalized students as they navigate these educational pathways.

Hannah Postel

Hannah Postel joins Sanford as an Assistant Professor, bringing her expertise in migration and public policy to the university. She holds a degree in International Politics and Economics from Middlebury College and has conducted research in diverse contexts, including a Fulbright grant in Zambia and various internships spanning microfinance and foreign affairs.

Her research focuses on historical immigration restrictions in the U.S. and their enduring effects, as well as the relationship between economic development and migration in the Global South. At Sanford, Postel aims to reshape the narrative around migration, emphasizing its fundamental role in human existence and advocating for policies that leverage its benefits. 

Jonathan Zhang

Jonathan Zhang, a renowned applied economist and health economist, has joined the Sanford School of Public Policy as an Assistant Professor. Zhang’s appointment at Sanford will see him leveraging his expertise in quantitative methods and policy analysis to address pressing real-world challenges in health economics. His educational journey began with a statistics major at Vancouver’s university and led to a PhD in economics from Stanford University, where he discovered his passion for health economics through a transformative graduate course.

Zhang’s research focuses on the behavior of healthcare providers and the effects of public policies on health outcomes, particularly for vulnerable populations. His current work explores critical issues such as mental health, substance use, and the impacts of policy interventions on these areas. His close collaboration with the Veterans Affairs Office of Mental Health and Suicide Prevention exemplifies his commitment to impactful research. At Sanford, Zhang looks forward to contributing to the vibrant academic community, mentoring students, and engaging in interdisciplinary collaborations, all while continuing his groundbreaking research in health economics.

Our faculty

Sanford boasts a dynamic blend of academic scholars and professors of practice, whose real-world leadership experience enriches the classroom environment. Our faculty members engage in interdisciplinary collaboration to tackle pressing issues such as income inequality, obesity and hunger, energy policy, child neglect and abuse, healthcare access, democratization, foreign policy, and global concerns.

With a robust faculty lineup that includes 40 tenure-track professors, 25 research professors and professors of the practice, five lecturers, 20 professors emeriti, and numerous Duke faculty with secondary appointments, Sanford is a powerhouse of expertise and innovation.

Pictured: NPR's TV critic Eric Deggans (right) teaches students as a part of the DeWitt Wallace Center for Media and Democracy. In 2024, TV host Jon Stewart spoke in Deggan's class.

49 Facts About Rostov-na-Donu

Written by Karylin Mckinnon

Modified & Updated: 25 Jun 2024

Reviewed by Jessica Corbett

• Historical Landmarks Facts
• Local Cuisine Facts
• Russian Federation Facts
• Tourist Attractions Facts

Rostov-na-Donu, also known as Rostov-on-Don, is a vibrant and historic city located in southwestern Russia. As one of the largest cities in the country, Rostov-na-Donu offers a fascinating blend of rich cultural heritage, stunning architecture, and a thriving modern lifestyle. With its strategic position on the Don River and its proximity to the Sea of Azov, Rostov-na-Donu has played a significant role throughout history, serving as a trading hub and a gateway to the Caucasus region.

This article will delve into 49 interesting facts about Rostov-na-Donu, shedding light on its notable landmarks, cultural influences, local cuisine, and much more. Whether you’re planning a visit to this captivating city or simply want to expand your knowledge, these facts will provide you with a deeper understanding of the unique charm and character that Rostov-na-Donu has to offer.

Key Takeaways:

• Rostov-na-Donu, also known as Rostov-on-Don, is a vibrant city in Russia with a rich history, diverse culture, and a bustling economy, making it a popular destination for tourists and a thriving hub for business.
• The city offers a vibrant blend of old and new, with a rich historical heritage and modern developments, captivating visitors with its unique charm.

Rostov-na-Donu is the administrative center of Rostov Oblast.

As the largest city and the capital of the Rostov Oblast region, Rostov-na-Donu serves as a major political, economic, and cultural hub.

The city’s name translates to “Rostov on the Don.”

The name Rostov-na-Donu reflects its location on the southern bank of the Don River, an important waterway in Russia .

Rostov-na-Donu is often called the “Gateway to the Caucasus.”

Due to its strategic location, the city serves as a gateway to the beautiful Caucasus region, known for its stunning landscapes and diverse cultural heritage.

The city was founded in 1749.

Rostov-na-Donu has a long and storied history , with its origins tracing back to the establishment of a custom house on the Don River.

Rostov-na-Donu is home to over one million people.

With its growing population, the city is a vibrant and cosmopolitan metropolis .

The city played a significant role in the Russian Civil War.

During the Russian Civil War , Rostov-na-Donu was a key battleground and witnessed intense fighting and political upheaval.

Rostov-na-Donu is a major transportation hub.

The city is well-connected with an extensive network of railways, highways, and an international airport, making it easily accessible from other parts of Russia and abroad.

The Don River is an integral part of the city.

The Don River not only provides a picturesque backdrop to the city but also serves as an important waterway for transportation and recreation.

Rostov-na-Donu has a significant agricultural sector.

The fertile lands surrounding the city make it an agriculturally productive region, known for its grain production and vineyards.

The city is renowned for its culinary delights.

Rostov-na-Donu boasts a diverse and flavorful cuisine, influenced by Russian, Ukrainian, and Caucasian culinary traditions.

Rostov-na-Donu is a cultural hotspot.

The city is home to numerous theaters, museums, art galleries, and music venues, showcasing its rich artistic heritage.

The famous Rostov Academic Drama Theater is located in the city.

This esteemed theater, founded in 1931, hosts a wide range of performances, including classic plays and contemporary productions.

Rostov-na-Donu is known for its vibrant nightlife.

The city offers a plethora of entertainment options, including trendy bars, clubs, and live music venues, ensuring a lively atmosphere after dark.

The local soccer team, FC Rostov, has achieved notable success.

The team has competed in Russia’s top football league and has participated in European competitions, gaining recognition both nationally and internationally.

Rostov-na-Donu hosts various annual festivals and events.

From music festivals to art exhibitions, the city embraces cultural celebrations that attract visitors from near and far.

The Rostov-on-Don State University is one of the oldest educational institutions in Southern Russia.

Established in 1915, the university offers a wide range of academic programs and contributes to the city’s intellectual and scientific community.

The Rostov Zoo is a favorite attraction among locals and tourists alike.

Visitors can enjoy encounters with a wide array of animal species and learn about wildlife conservation efforts.

Rostov-na-Donu experiences a continental climate.

The city has hot summers and cold winters, creating a varied climate conducive to different activities throughout the year.

The Azov-Black Sea Biosphere Reserve is located near Rostov-na-Donu.

Nature enthusiasts can explore this diverse ecological reserve, home to numerous plant and animal species.

Rostov-na-Donu is a center for higher education.

The city is home to several universities and colleges, attracting students from all over Russia and abroad.

The city has a thriving IT sector.

Rostov-na-Donu is becoming a prominent player in the Russian IT industry, with numerous tech companies and startups calling the city home.

The Rostov Business Center is one of the tallest buildings in the city.

This modern skyscraper offers breathtaking views of Rostov-na-Donu and serves as a hub for business and commerce.

Rostov Arena hosted matches during the 2018 FIFA World Cup.

The impressive Rostov Arena , with a capacity of over 45,000 spectators, welcomed football fans from around the world during the prestigious tournament.

The Gorky Park in Rostov-na-Donu is a beloved recreational spot.

Locals and tourists flock to this picturesque park , enjoying leisurely walks, picnics, and various outdoor activities.

Rostov-na-Donu has a thriving fashion industry.

The city hosts fashion shows, exhibits, and boasts a number of local designers and boutiques.

The Rostov State Musical Theater is renowned for its opera and ballet performances.

This grand theater showcases breathtaking productions of classical works, captivating audiences with its world-class performances.

Rostov-na-Donu has a vibrant street art scene.

Colorful murals and graffiti can be found throughout the city, adding an artistic flair to its urban landscape.

The Rostov Academic Symphony Orchestra is a celebrated musical ensemble.

The orchestra delights audiences with classical concerts, showcasing the talent and skill of its members.

Rostov-na-Donu is renowned for its historical architecture.

From grand cathedrals to ornate merchant houses, the city’s architectural heritage reflects its rich past.

The Rostov-on-Don Central Market is a paradise for food lovers.

Visitors can explore a wide array of fresh produce , traditional Russian delicacies, and local culinary delights.

Rostov-na-Donu is home to several professional sports teams.

In addition to football, the city also boasts successful basketball, handball, and hockey teams.

The Bataysk military airbase is located near Rostov-na-Donu.

This important military installation highlights the city’s strategic importance in Russia’s defense system .

Rostov-na-Donu has a thriving film industry.

The city hosts film festivals and has been the setting for numerous Russian films and television productions.

The Don River embankment is a popular spot for leisure and relaxation.

Visitors can stroll along the picturesque riverfront , enjoying the scenic views and vibrant atmosphere.

Rostov-na-Donu has a diverse and multicultural population.

The city is home to people from various ethnic backgrounds, contributing to its rich cultural tapestry.

The Rostov Philharmonic Orchestra enchants audiences with its classical performances.

The orchestra showcases talents from both local musicians and internationally acclaimed artists .

Rostov-na-Donu is known for its love of sports.

With numerous sports facilities and a strong sports culture , the city encourages an active and healthy lifestyle.

Rostov-na-Donu is a popular destination for river cruises.

Visitors can embark on scenic cruises along the Don River, exploring the stunning surrounding landscapes.

The Rostov State Transport University is a leading institution for transportation-related studies.

Students from all over Russia come to Rostov-na-Donu to pursue degrees in various transportation disciplines.

Rostov-na-Donu has a vibrant Mardi Gras celebration.

During the carnival season, the city comes alive with colorful parades, costumes, and joyful festivities.

The Rostov Art Museum houses an impressive collection of Russian artwork.

Visitors can admire works by renowned Russian artists and explore various art movements .

Rostov-na-Donu is known for its lively music scene.

From jazz clubs to underground music venues, the city offers a diverse array of musical experiences.

The “Magic World of Books” is a popular bookstore in Rostov-na-Donu.

Book lovers can browse through a vast selection of literature and enjoy a cozy reading ambiance.

Rostov-na-Donu has a rich literary heritage.

The city has been the birthplace and inspiration for many renowned Russian writers and poets.

Rostov-on-Don is often referred to as the “Southern Capital of Russia.”

Due to its significant influence and economic importance , the city earned this prestigious title.

Rostov-na-Donu has a rapidly growing tech startup scene.

Entrepreneurs and innovators are drawn to the city’s supportive business environment and growing IT infrastructure.

The Rostov State Puppet Theater delights audiences of all ages.

This enchanting theater showcases puppetry at its finest, bringing classic tales to life.

Rostov-na-Donu has a strong sense of community.

The city hosts various social and cultural events that bring people together and foster a sense of belonging.

Rostov-na-Donu offers a vibrant blend of old and new.

With its rich historical heritage and modern developments, the city captivates visitors with its unique charm.

These 49 facts about Rostov-na-Donu provide just a glimpse into the fascinating aspects of this captivating city. From its rich history and cultural heritage to its thriving industries and vibrant atmosphere, Rostov-na-Donu continues to captivate and inspire all who visit.

Rostov-na-Donu is a fascinating city with a rich history and vibrant culture. From its beautiful architecture to its diverse culinary scene, there is no shortage of things to explore and discover . Whether you’re interested in history, art, or simply enjoying the local cuisine, Rostov-na-Donu has something to offer for everyone.

So, if you’re planning a trip to Russia, be sure to include Rostov-na-Donu on your itinerary. You won’t be disappointed!

1. What is the history of Rostov-na-Donu?

Rostov-na-Donu traces its history back to the 18th century when it was founded as a fortress town. Over the years, it has played a significant role in Russia’s economic and cultural development.

2. What are some popular landmarks in Rostov-na-Donu?

Some popular landmarks in Rostov-na-Donu include the Rostov-on-Don State Circus, the Rostov Academic Drama Theater, and the Cathedral of the Nativity of the Blessed Virgin Mary.

3. What is the climate like in Rostov-na-Donu?

Rostov-na-Donu has a humid continental climate, with hot summers and cold winters. The average temperature in summer ranges from 25 to 30 degrees Celsius, while in winter , it can drop to -10 degrees Celsius.

4. Is Rostov-na-Donu a safe city for tourists?

Rostov-na-Donu is generally considered a safe city for tourists. However, it’s always recommended to take normal precautions and be aware of your surroundings, especially in crowded areas.

5. What is the local cuisine of Rostov-na-Donu?

The local cuisine of Rostov-na-Donu is known for its hearty and flavorful dishes. Some popular dishes include Rostovskaya kupecheskaya kasha (a traditional local porridge ), Rostov-style shashlik (skewered meat), and Rostovskaya pashka (an Easter dessert).

6. What are some nearby attractions to visit from Rostov-na-Donu?

There are several nearby attractions worth visiting from Rostov-na-Donu, such as the Don River Embankment, Taganrog Museum of Art, and the Azov Sea coast.

7. Is English widely spoken in Rostov-na-Donu?

While English may not be widely spoken, especially outside of tourist areas, it is still possible to find English-speaking locals and basic English signage in popular tourist spots.

Rostov-na-Donu's fascinating history and vibrant culture make it a must-visit destination for anyone interested in exploring the rich tapestry of Russian life. Visitors can immerse themselves in the city's stunning natural beauty, from the majestic Don River to the captivating Azov Sea . Those eager to discover more about Russia's diverse cities will find Orenburg an equally compelling destination, offering a unique blend of history, architecture, and cultural traditions.

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Professors are not the enemy. fascists are. .

A statement from AAUP President Todd Wolfson:

The ascension of J. D. Vance to the Republican presidential ticket has brought the decades-long battle to define the future of American higher education to a tipping point. With Vance, American Far-Right authoritarians have succeeded in elevating a fascist who vows to “aggressively attack universities in this country” to within striking distance of their goal: the annihilation of American higher education as we know it. All those who care about higher education, academic freedom, and the future of democracy should prepare for the fight ahead by organizing their campus communities.

Vance’s labeling of professors as “the enemy” and his praise of Hungarian dictator Viktor Orbán’s seizure of state universities as “the closest that conservatives have ever gotten to successfully dealing with leftwing domination of universities” are unambiguous. Should he and the dark-money funders backing him gain power, they aim to take control of American higher education and bend it to their will. Ironically, they would use fear and misinformation to turn colleges and universities into what the Far Right has for years falsely accused them of being: ideological indoctrination centers.

The recent history of right-wing attacks on higher education has been expertly laid out in the AAUP’s report Manufacturing Backlash: Right-Wing Think Tanks and Legislative Attacks on Higher Education . Between 2021 and 2023, more than one hundred and fifty bills were introduced in state legislatures by radical conservatives seeking to undermine academic freedom and university autonomy. These bills included ninety-nine academic gag orders seeking to ban “critical race theory” or other so-called “divisive concepts” as well as efforts to defund campus diversity, equity, and inclusion (DEI) initiatives; weaken tenure and accreditation; and establish academic programs designed to teach and promote ideological agendas.

While attacks on American higher education are nothing new, the scope of the Project 2025 blueprint for a Trump-Vance presidency offers a frightening glimpse into an authoritarian future that would transform American colleges and universities into thought-control factories by stifling ideas, silencing debate, and destroying autonomy. Project 2025 would roll back decades of progress on access to higher education, eliminate protections for LGBTQ+ students and sexual assault survivors, privatize student loans, end loan forgiveness, and, if we take its authors at their word, abolish the Department of Education entirely. We cannot afford to let this happen.

Without a just and inclusive higher education system that serves the public good, the majority of Americans will be excluded from meaningful participation in our democracy. The AAUP is dedicated to fighting for an inclusive higher education system that works for and is led by working people, students, and the communities it serves. We call on national leaders to help resolve the higher education crisis by fully funding higher education, expanding access, ending the student debt emergency, and protecting the freedom to learn, speak, assemble, research, and organize in all higher education institutions.

We are in a crucial moment that will decide the future of higher education for decades to come. Colleges and universities are the bedrock of American democracy and the engine of social mobility, innovation, and progress. We can't allow fascists to strip it away. Now is the time to fight.  

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