Three new faculty members join USC Rossier

New professors bring expertise in diversity in higher education, K-12 educational equity and mathematics education

USC Rossier School of Education welcomes three new full-time faculty members for the fall 2016 term:

Yasemin Copur-Gencturk

Yasemin Copur-Gencturk joins Rossier as a research assistant professor. Her research focuses on teacher knowledge, teaching practices and teacher development, and how these areas relate to student learning. Her work focuses on the mathematical knowledge teachers need to promote student learning in diverse classrooms with special attention to designing innovative learning opportunities for teachers. She also examines the relationship between teachers’ perceptions of students’ learning of mathematics and their students’ academic performance.

Before joining the Rossier faculty, Copur-Gencturk was an assistant professor of mathematics education at the University of Houston and was a postdoctoral research associate at Rice University. She earned her doctoral degree in 2012 from the University of Illinois at Urbana-Champaign with a focus on mathematics education. She also holds two master’s degrees in statistics and in secondary education from the University of Illinois at Urbana-Champaign and a bachelor’s degree in mathematics from Hacettepe University, Turkey, where she graduated summa cum laude.


Julie Posselt

Julie Posselt joins Rossier as an assistant professor of education specializing in higher education policy. Most recently she was assistant professor at the University of Michigan, where she also received her PhD. Her research examines organizational behavior affecting access to and equity in graduate education, STEM, elite undergraduate institutions and the professoriate.

Posselt was awarded the 2015 National Academy of Education/Spencer Foundation postdoctoral research fellowship, which supports a concurrent mixed methods project focused on equity and wellbeing in U.S. graduate education. The project includes the first national, quantitative study of graduate student mental health as well as a multi-institutional comparative case study of institutional practices in highly ranked STEM graduate programs that have been successful enrolling and graduating women and students of color.

She is the author of Inside Graduate Admissions: Merit, Diversity, and Faculty Gatekeeping (2016) published by Harvard University Press, which is based on an award-winning ethnographic study of faculty judgment in 10 highly ranked doctoral programs in three universities.

Her research has appeared—or is in press—in the American Educational Research JournalAnnual Review of Sociology, Research in Higher EducationJournal of Higher Education Teachers College Record, Higher Education: Handbook of Theory and Research and the Chronicle of Higher Education, among others. She is a member of the Journal of Higher Education’s editorial review board.


David Quinn

David Quinn is an assistant professor at the Rossier School of Education. He completed his doctorate in spring 2016 at Harvard University. His research focuses on measuring, explaining and ending racial/ethnic- and class-based educational inequity.

Quinn is particularly interested in the causes and consequences of teachers’ biases and the role that teachers can play in closing achievement gaps and improving student learning. His work has appeared in Educational Researcher, Sociology of Education, Educational Evaluation and Policy Analysis and Review of Educational Research. Previously, he taught third and fourth grade in North Las Vegas, Nev., and served as a program director for Teach For America–Las Vegas Valley.