- Faculty & Research
- Research at USC Rossier
Research at USC Rossier
USC Rossier is unique among schools of education at major research universities in the way the faculty are organized. There are no departmental “silos” that discourage big picture and interdisciplinary work. Rather, we work together as one faculty, grouping ourselves into four fluid thematic areas based on expertise and current interests.
In addition, tenure track, clinical and research faculty work alongside each other to develop and continuously improve our programs, shape research projects and participate in a full array of university and professional service activities in the four general categories.
About the Higher Education Concentration at Rossier
The Higher Education concentration at USC Rossier School of Education is one of the most widely recognized and respected in the nation. Its prestige can be attributed to the esteemed faculty whose work falls within this concentration. The research, scholarship and publications of higher education faculty members and major research centers under this concentration, are world-renowned.
Faculty in the Higher Education Concentration have held leadership positions in the Association for the Study of Higher Education, American Educational Research Association, American Association for Higher Education and Association of American Colleges and Universities. They have served on the editorial boards of the Review of Higher Education, Journal of Higher Education, Journal of College Student Development, Change and The ERIC Review, and served as reviewers for the Institute for Educational Sciences and the National Science Foundation.
Their body of work and expertise includes the areas of organizational change and academic leadership, equity in educational outcomes, women and minority faculty, faculty evaluation and compensation, political-economic issues of public college finance equity, organizational effectiveness, sexual harassment in the academy, intercollegiate athletics, student development, remediation and college-readiness, access to college and governance in higher education, among many other specialties.
- Center for Urban Education
- Pullias Center for Higher Education
- Center for Education, Identity, and Social Justice
- Center for Enrollment Research, Policy and Practice
Within the PhD program, students with interest in higher education policy explore research in the areas of college access and equity, organizational productivity and leadership, fiscal management, ethical and legal issues, college student development, and enrollment and retention at four-year institutions and community colleges.
The EdD program includes a Higher Education Administration focus designed for individuals pursuing careers in senior administrative and academic leadership positions at two- and four-year colleges and universities.
The Master of Education in Postsecondary Administration and Student Affairs (PASA) program gives students the opportunity to develop proficiency in Student Affairs, Academic Advising, or Athletic Administration.
About the K–12 Education Policy Concentration at USC Rossier
At the leading edge of education policy research and reform are our faculty in the K–12 Education Policy concentration, where their work informs local, state and national legislation and helps shape education policy and practice around the country and beyond. Our faculty combines some of the nation’s leading K–12 policy scholars working on school finance, governance and reform, with distinguished educational leaders who have themselves led major school districts and other institutions. This unique blend of research and clinical faculty, who work together in developing programs designed to help graduates make a difference in urban education.
Faculty in the K–12 Education Policy concentration specialize in studying charter school operation and performance, teacher compensation, public school finance, curriculum reform, urban school reform, school leadership and educational entrepreneurship. Our faculty are interested in a wide array of questions including the effects of reforms on outcomes, as well as the processes of policy making and organizational change. In order to address these questions, our faculty use both qualitative and quantitative methods, drawing on their backgrounds in economics, political science, sociology and policy analysis.
Some of the research conducted by faculty who specialize in K–12 issues falls within the Center on Educational Governance (CEG), which produces research, products and services that inform policy and improve K–12 education nationally. The Center developed a website to assist charter schools with finance and governance through the National Resource Center on Charter School Finance and Governance; created widely used Stakeholder Satisfaction Surveys to assess the organizational performance from the perspective of staff, parents and students; and produces an annual Charter School Indicators report that compares the performance of California charter schools to non-charter public schools and to one another. In partnership with the Policy Analysis for California Education (PACE), USC Rossier faculty have led education policy conferences at USC, seminars in Sacramento and congressional policy briefings in Washington, D.C.
Our tenure track faculty in the K–12 area have served in leadership positions in the American Educational Research Association, American Education Finance Association, the National Center on Education and the Economy, Educations Industry Association, WestEd Regional Laboratory and EdSource. They have edited and served on the editorial boards of major education policy journals, such as the Journal of Educational Leadership and Management, Education and Urban Policy, Educational Evaluation and Policy Analysis, Journal of Educational Finance and Policy, Educational Researcher, Economics of Education Review, Educational Policy, and Journal of School Choice, and participated in national panels, such as the IES Systems and Reform Review Panel, the American Enterprise Institute Future of American Education Advisory Group and the National Research Advisory Panel for the National Charter School Authorizer Association.
Our clinical faculty in the K–12 concentration have run major urban school districts where they have led dramatic change and implemented transformative measures to improve student achievement. Rudy Castruita served as the San Diego County superintendent of schools for 12 years and was superintendent of the Santa Ana Unified School District prior to that. His success in school reform efforts in low-wealth districts has earned him numerous accolades, including California’s Superintendent of the Year.
Rudolph (Rudy) Crew served as chancellor of the nation’s largest school district, the New York City Department of Education, where he served from 1995–99 and led a number of reforms. He was also superintendent of the nation’s fourth-largest school district in Miami-Dade County, Florida since 2004, where he raised student achievement levels, increased academic and conduct standards, and radically reduced overcrowding.
Gregory Franklin served as superintendent for the Tustin Unified School District for ten years prior to serving as the superintendent of the Los Alamitos Unified School District. He was named California Superintendent of the Year in 2014.
K–12 faculty contribute to several programs within the school. The PhD program in Urban Education Policy blends expertise across the school in four core courses. The program allows for a focus in research that deals with policy and practice in K–12 education and the examination of influences and processes related to leadership, governance, finance, teaching and learning and organizational change in K–12 settings.
The EdD program includes a focus on K–12 Leadership in Urban School Settings designed for current and prospective K–12 site and district administrators and/or those working with educational policy and practice at local, state and federal levels.
About the Psychology in Education Concentration at USC Rossier
The focus of the Psychology in Education concentration is on learning, motivation, instructional technology, assessment and mental health issues in urban education. Much of the research and scholarship that guides teacher education, educational administration and student affairs stems from the fields of psychology in education and counseling, emphasizing the importance of these fields to educational practitioners.
Faculty expertise in this broad area expands to marriage and family therapy, school counseling, learning theory, cognitive technology, educational measurement, performance assessment, school violence, test anxiety, motivation, cross-cultural learning, human development, cognitive science, self-regulation, and social and cultural influences on the classroom.
Among our psychology in education faculty are leading experts in a range of subjects, including: cognitive neuroscience and the study of the brain bases of emotion, social interaction and culture and their implications for development, curriculum and pedagogy, computer-based simulations and games for training and learning, and the study of complex adult learning and problem-solving.
Our psychology in education faculty serve on numerous boards of major journals in the field, including American Educational Research Journal, Review of Education Research, Journal of Literacy Research, Learning Disabilities Research & Practice, and Mind, Brain and Education. Our faculty have also been recognized as fellows of the American Psychological Association, the Association of Applied Psychology, the American Psychological Society, the Association for Psychological Science, and American Educational Research Association.
The PhD program in Urban Education Policy includes research in the areas of learning and motivation, especially how people learn, what motivates them, what instructional and motivational strategies are most effective for individuals from different cultures, and how the social context of instruction affects learning.
The EdD program includes a focus in Educational Psychology designed for professionals in K–12, higher education, and business, military, and government organizations who seek to improve the motivation, achievement, performance and retention of diverse learners by focusing on research and practice in the areas of learning and motivation in diverse social contexts.
The Educational Psychology concentration also includes the Master of Marriage and Family Therapy program. Research centered on the relationship between technology and learning is prolific in the Center for Cognitive Technology (CCT), which studies the role of new technology in the development of advanced expertise and performance motivation.
About the Teacher Education Concentration at USC Rossier
Teacher Education concentration faculty specialize in three major activities: preparing teachers through our master’s programs, preparing future teacher educators through our EdD program, and preparing future researchers and professors in our PhD program.
From innovative online teacher preparation (like the MAT online program) to preparing instructors of English as a Second Language, this concentration brings together the best research and brightest minds in the profession.
Courses and research within the Teacher Education concentration use educational psychology and learning theory as a lens for understanding student and teacher learning. Teacher Education also intersects with USC Rossier’s K–12 Education Policy concentration through its focus on the critical role that policy plays in K–12 teaching in urban settings, and the preparation of teachers for high-needs schools.
In the roles of tenured professor, adjunct professor, academic coach, supervisor, master teacher, curriculum specialist or professional staff developer, graduates of the Teacher Education concentration have both a depth and breadth of knowledge that emphasizes the design and evaluation of all types of teacher preparation programs.
The PhD in Urban Education Policy program includes a focus on Teacher Education with research on teacher knowledge, teaching practices and teacher development, and how these areas relate to student learning.
USC Rossier’s EdD program offers an opportunity to specialize in Leading Instructional Change, specifically geared towards preparing leaders in the field of pre-service and/or in-service teacher preparation. The program focuses on equitable learning for culturally and linguistically diverse students in urban settings.
By moving between theory, practice and policy, concentration courses prepare learners to contribute to teacher education, whether in university-based teacher education programs or as curriculum leaders in K–12 settings. The courses and field experience in the concentration are constructed to provide prospective teacher/educators with research and theory related to facilitating and assessing teacher learning.
Building on a long history of teacher preparation, USC Rossier’s innovative Master of Arts in Teaching (MAT) program is offered on-campus and online.
The groundbreaking Master of Arts in Teaching online program was launched in 2009. This program blends the most cutting-edge technology with real-world in-classroom experience, and combines the finest USC-based teacher preparation faculty and curricula with the newest web-based multimedia interactivity. The MAT online program is a highly lauded success and has the potential to change the education landscape by putting more qualified teachers in greater numbers into high-need schools around the country and ultimately around the world.
Other master’s programs include a Master of Science in Teaching English to Speakers of Other Languages (MS–TESOL) which prepares graduates to work as teachers, curriculum specialists and leaders of ESL/EFL programs in the U.S. and abroad.
USC Rossier Research in the News
PACE study led by USC Rossier Professor Julie Marsh
New initiative will curate civic education materials to help students achieve California State Seal of Civic Engagement.
Effective collaboration between educational researchers and practitioners can help solve intractable problems in our schools and communities.
National conference features 68 USC Rossier scholars.
Students who learn how to advocate for themselves in STEM classes see big benefits—and new research from USC Rossier professor Erika Patall hints that this could be a way to promote student retention.
Endowed Faculty Chairs & Professorships
Research Funding Awarded
USC Rossier is a major recipient of research grants and contracts, with $15.7 million in research funding and 58 total grants and contracts awarded in fiscal year 2020–2021.
Shaun Harper (Race and Equity) received three new grants from the Bill & Melinda Gates Foundation totaling $1.4 million.
Adrian H. Huerta (Pullias) is Co-PI with Long Beach City College on a $990,000 US Department of Education grant focused on college pathways for gang-involved youth.
Julie Posselt (Pullias) was awarded a $50,000 grant by the Alfred P. Sloan Foundation to scale up the California Consortium for Inclusive Graduate Education.
Shaun Harper (Race and Equity) was awarded a $175,000 grant by the Bill & Melinda Gates Foundation.
Dwuana Bradley was awarded a $50,000 grant by the Spencer Foundation to support her work investigating the influence of Title V on institutional identity and anti-racist inclusion efforts at Hispanic-serving HBCUs.
Adam Kho, Tasmin Dhaliwal, Adrian Huerta, and Julie Marsh (CEPEG & Pullias) received $25,000 from the Western Justice Center to examine the implementation and impact of their conflict resolution education program in the Azusa Unified School District.
Royel M. Johnson (Pullias & Race and Equity) was awarded $35,000 from the American Education Research Association/National Science Foundation for his study titled: “Measuring the varying effects of juvenile arrest on college enrollment: the role of school level factors.”
Royel M. Johnson (Pullias & Race and Equity), the USC Race and Equity Center’s Director of Student Engagement, is on a team that has been awarded a $1,533,384 grant from the United States Department of Education Institute of Education Sciences (IES).
Gale Sinatra was awarded a $50,000 grant through the Wrigley Institute’s 2022 Faculty Innovation Award.
Adrian Huerta (Pullias) was awarded a $25,000 grant from Leonetti/O’Connell Family Foundation to study student parents in community college.
Morgan Scott Polikoff (CEPEG) and Anna Saavedra were awarded $200,000 from the William and Flora Hewlett Foundation for their work in “Understanding America Study 2022: Civic Education and NSF RAPID3 Administration Supplement”.
Center EDGE has received a $190,000 grant from the educational technology company GoGuardian to collaborate on a variety of activities. As part of this grant, Erika Patall will serve as the lead principal investigator and receive $135,000 to create the 2022-23 State of Engagement report in collaboration with GoGuardian researchers.
USC’s Pullias Center will create a tool and library of resources for change leaders to help create institutional transformation with a $275,000 grant from the Bill & Melinda Gates Foundation.
Pullias Center (Adrianna Kezar, Principal Investigator, and KC Culver, Co-PI) was awarded $1.5 million by the National Science Foundation to develop and test a nationally representative survey of postsecondary faculty.
Pullias Center receives a $563,000 grant from the Alfred P. Sloan Foundation to nationally expand a program that provides professional development and training to advance racial equity and diversity in STEM higher education. Led by project director Julie Posselt, the grant will enable USC’s Pullias Center and its partners to expand the existing California Consortium for Inclusive Doctoral Education (C-CIDE) pilot program. Funded by a National Science Foundation grant, C-CIDE began in 2018 with 27 Ph.D. programs at five University of California campuses and USC. The expansion, called the Equity in Graduate Education (EGE) Consortium, will serve as a thriving, multi-level learning community that enables faculty and administrators to put into practice the best available research and theory about racial equity, diversity and inclusion. A main goal of the Consortium is to build capacity for systemic change in STEM graduate education by equipping members with research, tools, professional development and supportive colleagues.
Zoë Corwin (Pullias) and Alan Green, along with co-PI Rafel Angulo from the Suzanne Dworak-Peck School of Social Work, have been awarded $15,270 from this year’s cycle of the USC Research Collaboration Fund award for their Collaborative on Embedding Mental Health Resources in Non-Traditional Spaces group.
Zoë Corwin, Joseph Kitchen, Adrianna Kezar and their Pullias Center team were awarded $5.6 million from the Susan Thompson Buffett Foundation for the second phase of the Promoting At-Promise Student Success (PASS) research project.
Shaun R. Harper (Race and Equity) received a grant for $1,000,000 from the College Futures Foundation for the California Racial Equity Research and Resource Hub.
Shaun R. Harper (Race and Equity) received a grant for $249,360 from the Alfred P. Sloan Foundation for the Racial Equity Leadership Academy for Engineering and Computer Science Department Chairs.
Alan Arkatov (Center EDGE) received a grant for $25,000 from The Chan Zuckerberg Initiative for The Education (Re)Open.
Adrian H. Huerta (Pullias) secured a service agreement for $38,500 with the California State University Student Success Network.
Morgan Polikoff (CEPEG) (Co-Principal Investigator) and Anna Saavedera (Principal Investigator) received a grant for $198,148 from the National Science Foundation for their research study titled, “RAPID: The Impact of COVID on American Education in 2021: Continued Evidence from the Understanding America Study.”
The Center for Enrollment Research, Policy and Practice (CERPP) received a $30,000 one-year grant from the Partnership for LA Schools for its USC College Advising Corps program.
Adam Kho (CEPEG), Erika Patall, and Dean Pedro Noguera were awarded the Zumberge Diversity and Inclusion Award ($30,000) for their research study titled, “Hattie’s Influences on Student Achievement Under an Institutionally Racist System: What Works for Black and Brown Students?”
Morgan Polikoff (CEPEG) received a grant for $55,000 from the William and Flora Hewlett Foundation for a study of the educational impact of COVID-19 on children and families.
The Pullias Center for Higher Education received a grant for $320,000 from the Arthur Vining Foundation for a qualitative study of campus leadership teams to explore how they achieve equity goals through equity leadership practices.
Mary Helen Immordino-Yang (CANDLE) and Jamaal Matthews at the University of Michigan, were received a NSF Mid-Career Advancement Program grant for a study titled “MCA: The Neurophysiology of Teaching Secondary Mathematics for Transcendent Purpose and Cultural Relevance.”
Gale Sinatra received a grant from the USC Research Collaboration Fund to support the university-wide collaboration, Strengthening Community-Engaged Sustainability Scholarship & Education.
Zoë Corwin (Pullias) and her team, Collaborative for Embedding Mental Health Resources in Non-Traditional Spaces group, received a grant from the USC Research Collaboration Fund.
Julie Posselt (Pullias) received a grant for $89,024 from the Alfred P. Sloan Foundation for her research study titled, “Improving Admission Practices and Mentoring for Graduate Students.”
Shaun R. Harper (Race and Equity) received a grant for $249,360 from the Alfred P. Sloan Foundation for the STEM Racial Equity Leadership Academy.
Alan Arkatov (Center EDGE) received a grant for $500,000 from the Andrew Nikou Foundation for the Los Angeles The Education (Re)Open.
Jerry Lucido (CERPP) received a grant for $477,574 from the Bill & Melinda Gates Foundation for his research study titled, “Understanding Institutional and Student Enrollment in Pandemic Response.”
Shaun R. Harper (Race and Equity) received a grant for $750,000 from the Bill & Melinda Gates Foundation for his research study titled, “Equity Workstream for Service Design and Delivery.”
Shaun R. Harper (Race and Equity) received a grant for $250,000 from the Bill & Melinda Gates Foundation for the Teacher Education Racial Equity Academy.
Jerry Lucido (CERPP) received $1,303,068 in grants from the National College Advising Corps for the USC College Advising Corps Program 2021-22.
Shaun R. Harper (Race and Equity) received a grant for $1,000,000 from the College Futures Foundation for the Racial Equity Resource and Research Hub for California Community Colleges.
Jerry Lucido (CERPP) received a grant for $65,000 from the Rosalinde and Arthur Gilbert Foundation for the USC College Advising Corps Program 2021-22.
Kendrick Davis (Race and Equity) received a grant for $346,093 from the Walmart Foundation for his research study titled, “Building a Prevention Focused Criminal Justice Reform (CJR) Research Network.”
Jerry Lucido (CERPP) received a grant for $10,000 from CTBC Bank for the USC College Advising Corps Program 2021-22.
Math for America (MfA) received a grant for $500,000 from the La Vida Feliz Foundation.
Adam Kho (CEPEG) received a contract with colleagues at University of Nevada, Las Vegas to conduct an impact and validity study for the Nevada Educator Performance Framework, totaling $174,975.
Morgan Polikoff (CEPEG) received a grant from the National Science Foundation for “RAPID: Exploring COVID and the Effects on U.S. Education: Evidence from a National Survey of American Households,” with Anna Saavedra for $199,620.
Morgan Polikoff (CEPEG) received a grant from the Bill and Melinda Gates Foundation, as a supplement to “COVID-19: US Data Collection for Household Response and Impact Monitoring,” with Anna Saavedra, for $50,000.
Julie Marsh (CEPEG) received a supplement in the amount of $347,000 from IES for the REACH Center to focus on COVID-19 response: “Supplemental Study #2: Qualitative Research Study on the education system’s response to COVID-19 with an explicit focus on choice policy and equity.”
Courtney Malloy received a $75,000 grant from Great Public Schools Now to work with the Los Angeles Unified School District to conduct a formative evaluation of LAUSD’s Communities of Schools Initiative.
Adrianna Kezar (Pullias) received a grant for $131,815 from the Sloan Foundation for “An Examination of the Transformative Role of Equity-Minded Leadership in Higher Education” in collaboration with the American Council on Education.
Jerome Lucido (CERPP) received a grant for $50,000 from the Bank of America Charitable Foundation for the College Advising Corps Economic Mobility Grant.
Mary Helen Immordino-Yang (CANDLE) received a grant from Baylor University/Templeton Foundation for the project “Adolescents’ development of values-based purpose” in the amount of $227,000.
Alan Arkatov (Center Edge) received a grant in the amount of $77,000 from Baylor University/Templeton Foundation for the project, “Hall of Fame Game Development.”
Jerome Lucido (CERPP) received a grant from the California Community Foundation for $300,000 to support the work of the College Advising Corps.
Jerome Lucido (CERPP) received a grant from the California Community Foundation for $194,250 for College Advising Corps COVID-19 Response.
Mary Helen Immordino-Yang (CANDLE) received a grant from the Chan Zuckerberg Initiative (CZI) for $700,000 for the project “Using neural and psychological measures to characterize and strengthen developmental impacts of secondary-school teaching practices that integrate social, emotional and cognitive learning.”
Mary Helen Immordino-Yang (CANDLE) received a grant for $349,999 from the Templeton Foundation for the project, “Intellectual Virtues Academy High School: Capacity-Building, Research, and Dissemination.”
Jerome Lucido (CERPP) received a grant from the national College Advising Corps for $1,265,523.
Jerome Lucido (CERPP) received a grant from the Joyce Foundation for $75,000 for College Advising Corps Financial Aid Modeling.
Jerome Lucido (CERPP) received a grant from the Gilbert Foundation for $65,000 for College Advising Corps – LAUSD.
Jerome Lucido (CERPP) was also awarded $149,400 in contracts for 2019-20 by its various Los Angeles Unified School District high school partners for the USC College Advising Corps program.
Brendesha Tynes (CELDTECH) received $923,596 from the Spencer Foundation for Race related Messages, Traumatic Events Online and the Protective Function of Critical Media Literacy.
Tatiana Melguizo (Pullias) received $399,915 from the Spencer Foundation for the project Examining Implementation of a State Mandate to End Remediation in Community Colleges: A Research-Practitioner Partnership.
David Quinn (CEPEG) received a grant for $50,000 from the Spencer Foundation for Racial Inequities in Education: Communication Frames and Framing Effects.
Alan Arkatov (Center EDGE) received $70,000 from GPS Now for funding for the LA Education Open.
Alan Arkatov (Center EDGE) received $33,879 from GPS Now for funding for the LA Education Exchange Convening.
Alan Arkatov (Center EDGE) received $50,000 from the Joseph Drown Foundation for the LA Education Open.
Julie Marsh (CEPEG) received $10,000 from Stanford University for Policy Analysis for California Education.
Julie Marsh (CEPEG) received $200,000 from the Stuart Foundation for the project Improving the Local Control of Education in CA.
Zoe Corwin (Pullias) received $66,000 from the Tony Hawk Foundation for the project, Beyond the Board: A Study of Skateboarders, Education, and Society.
Adrianna Kezar (Pullias) received $50,000 from TIAA Foundation for “Models of Support for Non-Tenure-Track Faculty.”
Julie Posselt (Pullias) received an $80,397 supplement to the NSF grant that supports the California Consortium for Inclusive Doctoral Education. With this supplement, Posselt and C-CIDE will build organizational infrastructure within and across the six participating campuses for sustainable systems of faculty development to equitably select and serve doctoral students in science and engineering disciplines.
Julie Posselt (Pullias) is collaborating with Kelly Rosinger (Penn State) on an AIR/AccessLex grant for $50,000 titled, “Exploring the Impact of LSAT-Optional Admissions on Law School Diversity and Selectivity.”
Stephen Aguilar, along with Hernan Galerpin from Annenberg School for Communication and Journalism, received a grant for $30,000 from GPS Now for the project, Distance Learning and Educational Equity in the Wake of COVID-19.
Morgan Polikoff (CEPEG) received $362,435 from the Los Angeles Education Partners to be the evaluator for the project 21st Century California School Leadership Academy, funded by the California Department of Education.
Zoe Corwin (Pullias) received $119,000 for the Provost New Directions Grant for the project, Mattering in the Margins: Skateboarder Stories of Mental Health Challenges and Opportunities.
The Center for Enrollment Research, Policy and Practice (CERPP) was awarded $878,000 in contracts for their USC College Advising Corps program to be implemented in partner high schools for 2019-20.
The Center for Urban Education (CUE) received a $215,529 grant from The Bill and Melinda Gates Foundation for the Instructional and Assessment Model for Equity-Minded Competence.
Estela Bensimon (CUE) received $150,000 each from the College Futures Foundation and ECMC Foundation for a total of $300,000 for the Student Equity Planning Institute: Embedding Equity-Mindedness and Race-Consciousness in Institutional planning. The institutes focused on how equity planning and the process of data inquiry, goal setting, activity building, and funding allocation can work towards mitigating racial equity gaps. Twenty-eight community college teams and over 200 participants attended the institutes.
Sandra Kaplan and Jessica Manzone were awarded a $30,000 grant from the Caplan Foundation to develop an Early Childhood Curriculum.
Margo Pensavalle received $50,000 for the project, “Quality, Equitable, Affordable Teacher Residency Partnerships to Strengthen the Profession,” a multi-university collaboration with Bank Street Prepared to Teach.
Kenneth Yates received $320,000 from the Schmidt Foundation for the project Using Artificial Intelligence to Support Cognitive Task Analysis.
Yasemin Copur-Gencturk and colleagues received a $2,168,584 grant from the National Science Foundation for their project “Usable Measures of Teacher Understanding: Exploring Diagnostic Models and Topic Analysis as Tools for Assessing Proportional Reasoning for Teaching.”
Yasemin Copur-Gencturk and colleagues from Viterbi received a $750,000 award from the National Science Foundation for the project “Immersive Virtual Learning for Worker-Robot Teamwork on Construction Sites.”
Jerry Lucido (CERPP), received $1.2 million in grants from the national College Advising Corps and the Panda Cares Foundation for the USC College Advising Corps program for 2018-19.
Shaun Harper received $960,000 from the Lumina Foundation to support the USC Equity Institutes and the National Assessment of Collegiate Campus Climates (NACCC).
Shaun Harper received $50,000 from the Ford Foundation to produce and disseminate the report “Black Students at Public Colleges and Universities: A 50 State Report Card.”
Mary Helen Immordino-Yang and colleagues at ICT received $161,822 from Army Research Laboratories to implement biometrics into a Templeton Foundation-funded study to promote adolescents’ intellectual virtue development in urban low-SES contexts.
Tatiana Melguizo (Pullias), along with Co-PIs at Claremont Graduate University and UCLA, received a $100,000 grant from College Futures Foundation to support the Math Pathways Project, a study to understand Los Angeles Unified School District (LAUSD) students’ course-taking experiences along their educational pathway from middle school into college, with the end goal to identify promising pathways or interventions that may lead to students’ success in college math.
Julie Posselt (Pullias) and colleagues received a supplemental grant of $72,032 from the National Science Foundation for their project, “Deploying Holistic Admissions and Critical Support Structures to Increase Diversity and Retention of US Citizens in Physics Graduate Programs.” The goal of this supplement is to strengthen current NSF-funded projects related to physics graduate education by creating connections among them that confer mutual benefits.
Julie Posselt received a $499,947 grant from the National Science Foundation to launch the California Consortium for Inclusive Doctoral Education, a research-practice partnership of graduate schools and faculty at USC, UCLA, UC Irvine, UC Santa Barbara, UC Berkeley, and UC-Davis.
Julie Posselt and co-PIs at Cal Poly Pomona and San Jose State University received a $5,500,000 grant from the National Science Foundation to scale up and study Cal-Bridge, a partnership of physics and astronomy departments in California State Universities and University of California institutions, to improve access to doctoral education in these fields for low-income, Black, Latinx, Southeast Asian, and women students.
Gale Sinatra and Co-PIs at USC’s Institute for Creative Technologies and the La Brea Tar Pits received $1,470,000 from the National Science Foundation for the project “Re-Living Paleontology: Studying How Augmented Reality Immersion and Interaction Impact Engagement and Communicating Science to the Public.”
Morgan Polikoff (CEPEG) and Anna Saaverdra received $65,000 from The International Baccalaureate for their project, “Student Pathways Through Middle School, High School and Into Postsecondary Education: MYP Student Outcomes in a Large US Public School District.”
Julie Marsh (CEPEG) along with colleagues at the National Center for Research on Education Access and Choice (REACH), received $10,000,000 from the U.S. Department of Education Institute of Education Sciences. The Center will be housed at Tulane University.
Erika Patall received $50,000 from the Spencer Foundation for her project, “Development of an Intervention to Promote Agentic Engagement in STEM High School Classrooms.”
Zoë B. Corwin (Pullias) received a $264,000 grant from the Tony Hawk Foundation to study the impact skateboarding has on young people and their educational and career trajectories.
The Math for America program received a $3,000,000 National Science Foundation (NSF)-Noyce Grant for Math for America Los Angeles: Elevating Mathematics and Computer Science Instruction through Teacher Leadership.
Julie Marsh, Patricia Burch, and Morgan Polikoff (CEPEG) received a $100,000 grant from the California Community Foundation. The project is entitled “Educational Equity in L.A.: A Research Agenda in Service to Practice.”
Jerry Lucido received a $100,000 grant from the California Community Foundation/Los Angeles Scholars Investment Fund (LASIF) for the USC College Advising Corps program.
Zoe Corwin and William G. Tierney in the Pullias Center for Higher Education, in a partnership with Get Schooled Foundation, have been awarded a $300,000 grant from ECMC Foundation to address how digital tools can significantly impact service provision during the high stakes transition away from remedial education in the California State University system.
Julie Posselt received a $1.195 million grant from the Mellon Foundation to support the Alliance for Multicampus Inclusive Graduate Admissions (AMIGA) project, a four-year collaboration with UCLA and UC Davis to reform graduate admissions in the humanities and humanistic social science PhD programs.
Yasemin Copur-Gencturk received a NSF CAREER Award for the project, entitled “Development of Pedagogical Content Knowledge in Mathematics Among Beginning Teachers,” for $629,864.
Mary Helen Immordino-Yang was awarded the Spencer Foundation Mid-Career Fellowship for 2018-2019 for $150,000 for the project “Integrating insights from social-affective neuroscience into education research and policy on social, emotional and academic development.”
Mary Helen Immordino-Yang and the Brain and Creativity Institute received a grant from the Californians Dedicated to Education (CDE) Foundation for $10,000.
Julie Marsh received the Haynes Faculty Fellowship for the project, “Kaleidoscope of School Options: Differentiating School Missions and Values in Los Angeles” for $12,000.
Mary Helen Immordino-Yang received a conference grant of $49,940 from the NSF to support the 6th biannual conference of the International, Mind, Brain and Education Society, which will be held at USC in September.
Shafiqa Ahmadi received a $29,994 grant from USC’s James H. Zumberge Faculty Research and Innovation Fund Diversity and Inclusion Grant program. Her project is entitled “Understanding Muslim College Student Experiences and Sense of Belonging.”
Yasemin Copur-Gencturk received a grant of approximately $1.4 million from IES for her project “Advancing Middle School Teachers’ Understanding of Proportional Reasoning for Teaching,” which will develop an interactive computer-based professional development program for mathematics teachers.
Mary Helen Immordino-Yang was awarded $30,000 from USC’s James H. Zumberge Faculty Research and Innovation Fund Diversity and Inclusion Grant program. Her project is entitled “Culture-Related Diversity in Adolescent Structural and Network Brain Development.”
David Quinn received a grant of $49,354 from the Spencer Foundation for his project “A Large-Scale Analysis of Educators’ Implicit Racial Biases and their Correlates.”
Estela Bensimon received a grant from the Teagle Foundation and The Bill and Melinda Gates Foundation for “An Instructional and Assessment Model for Equity-Minded Competence,” $750,000.
Adrianna Kezar received a grant from the Teagle Foundation to support two national annual awards for campuses that create best practices in faculty work that support student success. The award, The Delphi Award for Faculty Models to Support College Student Success, is offered in partnership with the Association of American Colleges and Universities (AAC&U).
David Quinn received a Zumberge Individual Research Award for “Teachers’ Stereotypes and Implicit Biases: New Measures and Applications in Education,” $30,000.
Jerry Lucido received a $100,000 grant from the California Community Foundation/Los Angeles Scholars Investment Fund (LASIF) for the USC College Advising Corps program.
Sandra Kaplan (PI), Pat Gallagher, Eugenia Mora-Flores and Jessica Manzone, in collaboration with Kristin Wright from the California Department of Education Special Education Division, received the Jacob K. Javits Gifted and Talented Students Education Program grant from the US Department of Education for Project Reach EACH through Literacy for $400,350. The project seeks to raise achievement scores in literacy for students within heterogeneous classrooms and to increase the number of gifted learners from underrepresented populations.
David Quinn received a grant from AERA for “Trends in the Seasonal Dynamics of Test Score Gaps,” $20,000.
Angela “Laila” Hasan and Richard Rasiej, along with faculty from the USC Department of Mathematics were awarded a NSA Mathematics Education Partnership Program (MEPP) Grant for their project “A Train the Trainer Approach to Providing Professional Development in Mathematics to K-5 Teachers,” $50,000.
Frederick Freking received a grant from AAAS to support the 2017 Regional Summit on Stimulating Research and Innovation for Pre-service Education of STEM Teachers in High-Needs Schools, $50,000.
Stephen Aguilar received a grant from the AERA Fellowship Program on the Study of Deeper Learning, from American Educational Research Association & The William and Flora Hewlett Foundation for “Masters of their Destinies? Hispanic Students’ Sense of Control in Relation to Post-Secondary Outcomes, a Generalized Structural Equation Modeling Approach,” 2016-2017, $20,000.
Stephen Aguilar received a grant from the Intelligence Advanced Research Projects Activity (IARPA) for the Educational Evaluation of Technical Knowledge Acquisition (TechKnAcq) Project, (Co-PI Gully Burns), 2017, $30,000.
Stephen Aguilar and Gale Sinatra received a USC Price School of Public Policy Social Innovation Research Grant for “The Birth of Scientists: Evaluating the Impact of the Living Lab on Urban Students’ STEM Aspirations in City Heights, San Diego,” 2017-2018, $25,000.
Estela Bensimon received a grant from the Teagle Foundation and the Bill and Melinda Gates Foundation for “An Instructional and Assessment Model for Equity-Minded Competence,” 2017-2019, totaling $750,000.
Morgan Polikoff received a grant from the Bill and Melinda Gates Foundation, for”Never Judge a Book By Its Cover, Use Student Achievement Instead,” Co-Principal Investigator (Principal Investigator Jon Fullerton), 2016-2018, $762,059.
Julie Posselt received a grant from NSF INCLUDES for “A National Network for Access and Inclusion in Physics Graduate Education,” Co-Principal Investigator, 2016-2018, $299,787.
Julie Posselt was awarded a grant from NSF ASPIRE for “Collaborative Research: Active Societal Participation in Research and Education” 2016-2019, $53,392.00.
Brendesha Tynes and Stephen Aguilar received a grant from 2U, Incorporated, for “Using Learning Analytics and Natural Language Processing to Explore the Role of Synchronous Chat in Knowledge Construction During Online Course Sessions,” 2017-2018, $25,000.
Patricia Burch received a grant of $49,990.00 from the Spencer Foundation for her project, “The Role of Tutors in Blended Learning for Disadvantaged Students in India.”
USC Rossier faculty are regularly recognized for excellence in their field.
National Academy of Education
USC General Education Teaching Award
|Ángel González||2022 National NASPA Community College Research and Scholarship Award(Pullias Center, Postdoc)|
|Shaun R. Harper||Appointed University Professor at USC|
NAEd/Spencer Postdoctoral Fellowship
ACPA Coalition on Men & Masculinities, Coalition on Men and Masculinities Outstanding Research Award
Outstanding Scholar Award from the NASPA Formerly Incarcerated Students & System Impacted Families Knowledge Community
AERA Multicultural / Multiethnic Education SIG, 2022 Dr. Carlos J. Vallejo Memorial Award for Emerging Scholarship
AERA Division G (Social Context of Education) 2022 Early Career Award
|Deb Karpman||2022-23 ACE Fellow|
|Adam Kho||AERA Outstanding Reviewer for 2021 for Educational Evaluation and Policy Analysis|
|Brendesha Tynes||AERA Fellow|
|Eugenia Mora-Flores||USC Mentoring Award for Faculty Mentoring Faculty, Postdoctoral Scholars, Medical Residents and Fellows|
|Stephen Aguilar||AERA Motivation in Education SIG Wilbert J. McKeachie Early Career Award|
|Pedro Noguera||International Society for Technology in Education (ISTE) Impact Award|
|Shaun R. Harper||Member, National Academy of Education|
|Adam Kho||AERA School Turnaround and Reform SIG Emerging Scholar Award|
|Lawrence Picus||Association for Education Finance and Policy (AEFP) Outstanding Service Award|
Recognized by Diverse Issues in Higher Education as one of 35 Leading Women in Higher Education
ASHE Howard E. Bowen Award
|Shaun R. Harper||Appointed to California Governor Gavin Newsom’s statewide task force on Equity, Higher Education, and COVID-19 Recovery|
|Adrian Huerta||Named a 2019-2020 Emerging Poverty Scholar Fellow|
Elected to the American Academy of Arts and Science in 2020
Received the Gold for Best Magazine Feature for the article “Why School Integration Matters.” The Excel Awards, which are given by the Association Media Publishing, recognize excellence in nonprofit/association publishing.
|Jennifer Phillips||Selected as a 2020 Truman Governance Fellow|
|Gale Sinatra||Received the 2020 AERA Division C Sylvia Scribner Award|
|Estela Bensimon||ASHE Leadership Award|
|Yasemin Copur-Gencturk||AERA Open Outstanding Reviewer|
|Shaun R. Harper||
American Council on Education (ACE) Reginald Wilson Leadership Award
National Association of Student Personnel Administrators (NASPA) – Bobby E. Leach Equity, Diversity, and Inclusion Award
|Guilbert Hentschke||USC Faculty Lifetime Achievement Award|
|Don Hossler||National Student Clearinghouse Research Center Award for Best Research Presentation|
|Adrianna Kezar||Phi Kappa Phi Faculty Recognition Award|
|Jerome Lucido||National Student Clearinghouse Research Center Award for Best Research Presentation|
|Tatiana Melguizo||National Academy of Sciences, Engineering, and Medicine Committee on Developmental Mathematics|
AERA Open Outstanding Reviewer
USC Mentoring Award
|John Brooks Slaughter||USC Presidential Medallion|
ASHE Howard E. Bowen Award
Fernand Braudel Fellowship
|Stephen Aguilar||Top Paper Award, AERA’s Media, Culture, and Learning SIG|
Appointed to the Education Commission of the States by Governor Brown
AERA Division J Research Award
Beacon of Light Award from the Campaign for College Opportunity
USC Mentoring Award
|Yasemin Copur-Gencturk||National Science Foundation CAREER Award|
|Zoe Corwin||Top Paper Award, AERA’s Media, Culture, and Learning SIG|
|Mary Helen Immordino-Yang||Spencer Foundation Midcareer Award|
Publication of the Year, AERA Districts in Research and Reform SIG
Haynes Foundation Faculty Fellowship
USC Mentoring Award
|Erika Patall||APA Richard E. Snow Award for Early Contributions|
|Julie Posselt||AERA Early Career Award|