USC Catalogue 2023-2024 [ARCHIVED CATALOGUE] | | | The major in philosophy is designed to acquaint students with the fundamental problems that are debated within western philosophical thought, and to introduce them to the concepts and techniques necessary for independent philosophical thinking. It is equally intended to provide a broadening perspective for the various areas of specialization in the natural and social sciences and in literature and the arts. The major in philosophy requires eight courses in philosophy; six of these must be at the upper-division level. Total units for degree: 128 One course must be a gateway course:Completing a gateway course is recommended prior to enrolling in any 400-level Philosophy course. - PHIL 315 History of Western Philosophy: Ancient Period Units: 4
- PHIL 320 History of Western Philosophy: Modern Period Units: 4
- PHIL 336 Philosophy of Mind and Language Units: 4
- PHIL 337 Political Philosophy Units: 4
- PHIL 340 Ethics Units: 4
- PHIL 360 Epistemology and Metaphysics Units: 4
- PHIL 362 Possible Worlds Units: 4
- PHIL 363 Philosophy of Perception Units: 4
- PHIL 385 Science and Rationality Units: 4
One course must be in logic:- PHIL 220 Introduction to Logic Units: 4
- PHIL 222g Logic and Language Units: 4
- PHIL 350 Intermediate Logic Units: 4
- PHIL 450 The Limits of Logic Units: 4
- PHIL 452 Modal Logic Units: 4
Distribution RequirementStudents must take at least one course from each of the three categories listed below: History of Philosophy- PHIL 311 The Quest for the Individual in Early Modern Europe Units: 4
- PHIL 314 Origins of Free Market Thought in Early Modern Europe Units: 4
- PHIL 317 History of Western Philosophy: Medieval Period Units: 4
- PHIL 410 Early Greek Thought Units: 4
- PHIL 411 Plato Units: 4
- PHIL 415 Aristotle Units: 4
- PHIL 416 The Ancient Stoics Units: 4
- PHIL 421 Continental Rationalism Units: 4
- PHIL 422 British Empiricism Units: 4
- PHIL 423 The Critical Philosophy of Kant Units: 4
- PHIL 424 19th Century Philosophy Units: 4
- PHIL 427 Twentieth Century Anglo-American Philosophy Units: 4
- PHIL 428 Anglo-American Philosophy Since 1950 Units: 4
- PHIL 442 History of Ethics to 1900 Units: 4
- PHIL 473 Wittgenstein Units: 4
Ethics, Law and Value Theory- PHIL 347 Philosophy in Literature Units: 4
- PHIL 361 Philosophy of Religion Units: 4
- PHIL 430 Philosophy of Law Units: 4
- PHIL 431 Law, Society, and Politics Units: 4
- PHIL 437 Social and Political Philosophy Units: 4
- PHIL 440 Contemporary Ethical Theory Units: 4
- PHIL 443 Value Theory Units: 4
- PHIL 445 Philosophy of the Arts Units: 4
- PHIL 446 Aesthetics and the Film Units: 4
Systematic Philosophy- PHIL 381 Infinity in Mathematics and Philosophy Units: 4
- PHIL 460 Metaphysics Units: 4
- PHIL 462 Philosophy of Mind Units: 4
- PHIL 463 Theories of Action Units: 4
- PHIL 465 Philosophy of Language Units: 4
- PHIL 467 Language, Linguistics and Mind Units: 4
- PHIL 470 Theory of Knowledge Units: 4
- PHIL 480 Philosophy of Mathematics Units: 4
- PHIL 484 Philosophy of Physics Units: 4
- PHIL 485 Development of Physical Science Units: 4
- PHIL 486 Methodologies of the Sciences Units: 4
Majors may graduate with departmental honors by doing the following: (i) completing all major requirements, (ii) having a GPA of at least 3.5 for upper-level courses for the major, and (iii) completing the Honors Capstone Seminar ( PHIL 495 ), or if that’s not possible, the Senior Thesis Seminar ( PHIL 494 ). To take PHIL 494 or PHIL 495 , students must be seniors and we recommend having completed two other 400-level Philosophy courses first. WHAT ARE YOU LOOKING FOR?Key searches, doctor of philosophy in health behavior research. The Doctor of Philosophy in Health Behavior Research provides academic and research training for students interested in pursuing career opportunities in the field of health promotion and disease prevention research. Students receive well-rounded training encompassing theory and methods from allied fields such as communications, psychology, preventive medicine, biostatistics, public health and epidemiology. The program prepares students for research positions in the areas of preventive medicine, public health, population health science, health psychology, and health policy research. Training is conducted via course lectures, discussions, seminars, student and faculty presentations, and field research. In addition, students gain research experience by participating in faculty projects, most often in connection with the USC Institute for Health Promotion and Disease Prevention Research (IPR). Students come away from the program with an in-depth understanding of the subject matter and the intellectual capability needed to pursue a career in health-related research. Small classes, one-on-one mentoring, and research opportunities offered by internationally recognized faculty make this program an exceptional training ground for future impact. USC Course Catalogue This program requires completing 60 units of graduate study. Students are required to complete 9 core courses (plus the interdepartmental ethics course INTD 500), 12 units of research, a minimum of 7 units of elective coursework and 4 dissertation units. Students may take additional classes according to their unique research interests. The Doctor of Philosophy in Health Behavior Research is typically completed in 4-5 years. Below is the recommended time frame for completing program requirements: Years 1-2 The first two years include core and elective coursework, directed research activity, and seminar participation. Students also work as Research Assistants (RAs) or Teaching Assistants (TAs). Year 3 During the third year, students should finish any remaining coursework and complete the Qualifying Exam (described below). Passing that exam qualifies the student to begin the dissertation study. Year 3 is a good time to apply for a predoctoral fellowship (e.g., NIH F31). Years 4 and 5 In years 4 and 5, students move into more independent research activities and perform dissertation research. Unless they have independent funding, students are still involved in RA or TA responsibilities. Students who have not yet obtained dissertation funding or a predoctoral fellowship should apply or resubmit unsuccessful applications. Students should aim to complete and formally defend the dissertation research by the end of the fifth year. Students are required to take the following core courses. Students who enter the program with a strong statistical background may substitute higher-level statistics classes for PM 510L, PM511aL and PM 511bL after consulting with their advisor. PM 500 Foundations of Health Behavior | 4 Units PM 511aL Data Analysis-SAS | 4 Units Prerequisite, 510L, Principles of Biostatistics PM 511bL Data Analysis-Regression | 4 Units PM 515 Multivariate Statistics in Health Behavior Research | 4 Units (Prerequisite, PM 512, Intro to Epi Methods) PM 530 Biological Basis of Disease | 4 Units PM 601 Basic Theory and Strategies of Prevention | 4 Units PM 604 Health Behavior Research Methods | 4 Units PM 615 Intervention Research Grant Proposal Development | 4 Units PM 756 Research Seminar in Health Behavior | 1 Unit each, 5 required Students will be expected to attend at least 10 seminar sessions during each semester they are enrolled in PM 756. These sessions can be from any reputable seminar series held at USC or outside USC focusing on research. Seminars should be research-focused and related to the student’s degree and research interests. In some cases, students may wish to attend a conference and count conference sessions toward the attendance total of 10 sessions required for PM 756 (one paper session or symposium equals one seminar). During COVID-19, all seminars may be online. When we are back on campus, students should attempt to attend the majority of the seminars in-person to facilitate networking and interaction. At the end of the semester, students should submit a 1-2-page paper listing the seminars that they attended and describing what they learned. Examples might include theories, intervention approaches, research methods, new ideas about predictors of health behavior, or novel approaches to intervention translated from basic science research. INTD 500 Ethics and Accountability in Biomedical Research | 1 Unit Students must enroll in a minimum of 12 units of directed research (4 units of PM 590, 4 units of PM 690, and 4 units of PM 790; credit/no credit). Students typically begin taking directed research units during their first year. Directed research activity is designed in consultation with your faculty advisor or with another faculty member with whom you may be working. (We strongly encourage you to take directed research units with a variety of faculty members, because you will need to assemble a committee of 5 faculty members who are familiar with your work.) The student and advisor should plan a set of activities that will promote the student’s knowledge in a particular area. This activity is distinct from TA and RA responsibilities. Examples of directed research activities include development and pilot testing of health education curricula, observational studies, design and pilot testing of assessment instruments, data collection efforts (e.g., telephone surveys or face-to-face interviews), data analysis, and literature reviews. As a general rule, 1 unit of research is equivalent to 2 hours of work per week. PM 590 Directed Research | 4 Units PM 690 Directed Research in Health Behavior | 4 Units PM 790 Research | 4 Units Students must complete the qualifying exam and dissertation units. Before the qualifying exam, students assemble a Guidance Committee (also known as the Qualifying Exam Committee) consisting of 5 faculty members. GRSC 800a Qualifying exam | 0 Units GRSC 800b Qualifying exam | 0 Units PM 794a Doctoral Dissertation | 2 Units PM 794b Doctoral Dissertation | 2 Units All students are required to apply for dissertation funding. Quick LinksPhd characteristics. The USC Graduate School is committed to providing detailed information on the inputs, outcomes, and overall characteristics of its PhD programs, for the purposes of full transparency and to support informed decision-making. Annual ReviewsAnnual reviews of graduate students occur at the end of each spring semester. The review is a constructive process in which students receive feedback on their progress in the program and plan for the upcoming year. Career goals and avenues of development are discussed. Each student schedules the review, which typically lasts 30-60 minutes. The student asks at least two faculty members familiar with his/her coursework or research activities to attend the review. In addition, the Ph.D. Program Director should be invited and will attend the review if her schedule allows. At the time of the review, the student submits the following information to the review committee: - Written statement of activities and accomplishments during the past year
- Written statement of goals for upcoming year
- List of courses completed and grades received
Second year students also give a brief presentation about a current research project or paper (like a conference presentation), including the research question(s), methods, findings, and conclusions. This presentation counts as the second-year screening exam. The Qualifying ExamThe Qualifying Examination generally occurs at the end of the third year. You must pass this exam before you are considered a PhD candidate and before you enroll in doctoral dissertation units. The Qualifying Exam has both written and oral components. Dissertation and DefenseThe dissertation is a single document that conforms to USC’s formatting requirements. After completing the written dissertation, students are required to defend their research before their Dissertation Committee. The defense generally lasts about 2 hours and includes a presentation and questions on all aspects of the study – including conceptualization, methodology, statistical analysis, conclusions, and implications. Program DirectorI study the psychosocial and cultural risk and protective factors for health-related behaviors across diverse populations. View FacultyRegister for an info session, claradina soto, phd, testifies on growing fentanyl crisis in native american communities, “they might take my baby away”: experiences of using cannabis during pregnancy in california while engaged in perinatal care, department of population and public health sciences launches global health research interactive map tool, keeping it in the family: addressing sedentary and physical activity levels in young children, go back to doctoral programs. Doctor of Philosophy in Education![philosophy phd usc Doctor of Philosophy in Urban Education Policy Program](https://rossier.usc.edu/sites/default/files/styles/320x200/public/2022-04/USC-rossier-sept19-PPS-cohort-4.jpg?h=ae491105&itok=9tMwv32h) The USC Rossier PhD program name will be updated from "PhD in Urban Education Policy" to "PhD in Education," effective fall 2023. Prospective students entering in fall 2024 will join under the name PhD in Education. The update will not impact our core mission or curriculum, and course offerings will remain the same. The primary reason for updating the program name is to reflect our belief that the PhD at Rossier has an impact both within and beyond “urban education” and “policy.” For more information, please read this letter from our PhD faculty . This program is designed for aspiring research scholars whose research interests align with USC Rossier’s mission. The PhD program aims to prepare students to conduct high quality, consequential research promoting educational excellence and social justice. This effort stands on three pillars: preparing students to pursue educational equity through research; studying educational equity across disciplines; and constructing a diverse, inclusive professional community. Program OverviewThe Doctor of Philosophy in Education (PhD) program will prepare you to pursue educational equity through research. The program offers four concentrations: Educational Psychology, Higher Education, K-12 Education Policy and Teacher Education. Concentration specific knowledge is obtained through your research assistantships, teaching assistantships, and cognate courses, as well as professional development opportunities. Additionally, most course assignments allow students to select topics that enable them to explore specific areas of interest. Students can also acquire specific skills or content under the guidance of USC faculty through directed research units. Through this program, you will: - Gain interdisciplinary knowledge of education and equity theory and research, including diverse methodological and epistemological approaches.
- Research alongside USC Rossier’s distinguished faculty experts at a Tier 1 research university.
The PhD curriculum allows you to study diverse theories and research methodologies. These include case studies, survey research, statistical analysis, regression analysis and econometrics and multivariate statistical analysis research design. To reflect an interdisciplinary perspective, you will also take courses outside of your discipline-specific area at other schools at the University of Southern California. These courses will allow you to gain breadth in disciplines such as public policy, sociology, business, economics, social work, history, anthropology, psychology or American studies. Component | Units | Purposes | Core block | 16 | Learn different perspectives and levels of analysis in the formulation and consideration of urban educational issues. All students, regardless of concentration, take the same core courses. | Education block | 15 | Engage in directed readings, research and USC Rossier School of Education elective courses (the PhD program offers one elective a year on average). You also have the opportunity to collaborate with educational practitioners in our EdD program during this block. Students can select education courses based on their specific research interests. | Research method block | 15+ | Become equipped with the tools to pursue systematic, programmatic and empirical investigation. All students take our introductory methods classes. Students choose advanced methodology classes based on their primary method(s) of interest. | Cognate block | 12 | Develop an interdisciplinary perspective on educational issues with courses taken at the University of Southern California outside of the Rossier School of Education. Students select cognate classes based on their research interests. | Dissertation block | 5 | Prepare for your dissertation research. This block continues through dissertation writing and defense. | Degree BenchmarksIn order to successfully complete the PhD program, students need to complete the following program and university benchmarks: Doctoral screening – After you have completed 24 units of coursework, the doctoral screening committee will assess your performance and determine your readiness to continue in the program. Qualifying exam – As a prerequisite to candidacy for the PhD, you must pass written and oral qualifying examinations. The written qualifying examination is designed to assess your readiness to undertake dissertation research and ability to critically analyze and synthesize theoretical and methodological knowledge. Teaching and research portfolios – As part of the qualifying exam benchmark, you will be required to complete a teaching and research portfolio for the PhD degree. You will present the portfolios during the qualifying examination oral defense meeting. Dissertation proposal – Once you have successfully completed all coursework and passed the qualifying examination, you will write a doctoral dissertation proposal. Doctoral dissertation – A dissertation is an original contribution to current knowledge in the field and a demonstration that you have achieved sufficient mastery in the field to pursue independent research and scholarship. AssistantshipAs an admitted student in the PhD program, you will be awarded a teaching and research assistantship funded by USC Rossier and grant-funded projects. Your assistantship will provide you with an opportunity to work closely with faculty to produce important new work in education and develop essential skills related to course delivery and instruction. You must remain in good academic standing based on the terms of your funding offer and devote approximately 15-20 hours a week to your teaching and research assistantship duties throughout the four years of the program. The assistantship includes: - $38,700 annual PhD stipend for living expenses (distributed over fall, spring and summer for four years).
- 12 units of tuition coverage per semester that may be used for degree-relevant courses.
- Coverage of a health and dental benefits premium.
- Access to the USC Student Health Center.
- Professional development opportunities.
Additional Funding OptionsAs an alternative to the USC-provided assistantship stipend, you have the option to apply for external fellowships and grants . If needed, you may also apply for loans to obtain additional funds for living expenses. In order to be considered for financial aid, you must apply by filing the FAFSA by the annual deadline. After you apply, the financial aid office will determine your financial need and process your financial aid summary document, which will consist mostly of federal loans. In addition, USC participates in a variety of private student loan programs. Career OutcomesOur PhD students are positioned for research careers as tenure-track faculty, postdocs, research faculty, institutional researchers and researchers in policy institutes, government agencies, non-governmental organizations (NGO), private research firms and school districts. Learn more about our alumni placements . Program DetailsDegree awarded, estimated length, program cost. Tuition and stipend funded by assistantship Next DeadlineDecember 1, 2024 August 15, 2025 Class TimesVarious times during the day, Monday through Friday More in this program Take the Next StepThe application for the program is currently closed and will reopen on August 1. USC Rossier’s renowned faculty is committed to training the next generation of scholars and researchers to the highest standards. ![Stephen J. Aguilar Stephen J. Aguilar](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/97b2e493190ccdbdb5bcbd4a2cb73c-Stephen-Aguilar.jpg?itok=wZFaSBA9) Stephen J. Aguilar- Associate Professor of Education
- Educational Psychology
- Learning Analytics • EdTech & Generative AI • Digital Equity • Educational Data Science • Motivation & Self-Regulation
![Dwuana Bradley Dwuana Bradley](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/g15g15959g86818086d1f41ae248dc-Dwuana-Bradley.jpg?itok=r1Yv1Xfj) Dwuana Bradley- Assistant Professor of Education
- Higher Education
- Critical Education Policy • Higher Ed • K–12
![Patricia Burch Patricia Burch](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/9d6e954g3gc7f3162750bb2ag993ae-Patricia-Burch.jpg?itok=Ou2L-T9a) Patricia Burch- Professor of Education
- Co-director of CEPEG
- K-12 Education Policy
- Organizational and Institutional Change • Education Policy • Intersection of Public and Private Partnerships in Education • Digital Instruction • Policy Implementation and Impact • Equity and Quality in Public School Instruction
![Darnell Cole Darnell Cole](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/fb1ff6f2ce412dfa1g3de8a1c07f26-Darnell-Cole.jpeg?itok=tUvqV4gD) Darnell Cole- Co-director of the Center for Education, Identity and Social Justice
- Race/ Ethnicity, Diversity, Student-Faculty Interactions, Learning, and Student Experiences within K12 and Higher Education Environments.
![Yasemin Copur-Gencturk Yasemin Copur-Gencturk](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/25b7bfe91748f1g14d30347b586449-Yasemin-Copur-Gencturk.jpg?itok=X5NbW6aE) Yasemin Copur-Gencturk- Teacher Education
- knowledge for teaching mathematics, teacher knowledge, mathematics education, mathematics teacher education, professional development, teacher learning.
![Jessica T. DeCuir-Gunby Jessica T. DeCuir-Gunby](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/af40f2d2gaa465a85e1595f044f48c-Jessica-DeCuir-Gunby.jpg?itok=kUmZCL3P) - Jessica T. DeCuir-Gunby
- Impact of race and racism on the educational experiences of African Americans • Critical race theory • Mixed methods research • Emotions and coping related to racism
![Shaun Harper Shaun Harper](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/e0d5g71gf6f44af0d7f5g4609543a4-Shaun-Harper.jpg?itok=HDyboWs0) - Shaun Harper
- University Professor
- Provost Professor of Education and Business
- Clifford and Betty Allen Chair in Urban Leadership
- USC Race and Equity Center Founder and Executive Director
- Race in K-12 • Higher Education, and Corporate Contexts • Urban Education • Boys and Men of Color • College Student Success • Intercollegiate Athletics
![Adrian H. Huerta Adrian H. Huerta](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/45fbf826e2bd30b2g49e058e81ge86-Adrian-Huerta.jpg?itok=hW6kIWXn) Adrian H. Huerta- Boys and Young Men of Color • College Access and (In)equity • Gang-associated Youth and Adults • High School to College Transition • Student Parents in Higher Education
![Mary Helen Immordino-Yang Mary Helen Immordino-Yang](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/geg6f5g881677158b4bd37b49edg58-Mary%20Helen-Immordino-Yang.jpg?itok=HXBgIg_t) Mary Helen Immordino-Yang- Fahmy and Donna Attallah Chair in Humanistic Psychology
- Director, USC Center for Affective Neuroscience, Development, Learning and Education (candle.usc.edu)
- Professor of Education, Psychology & Neuroscience
- Brain & Creativity Institute; Rossier School of Education University of Southern California Member, U.S. National Academy of Education
- Neuroscience of Learning • Creativity • Culture • Morality and Social Interaction
![Huriya Jabbar Huriya Jabbar](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/678d8ffffg4971003db5617c3f0186-Huriya-Jabbar%20.jpeg?itok=gvFXfEaS) - Huriya Jabbar
- Associate Professor
- Critical Policy Analysis; Market-Based Reforms and Privatization in Education; Equity and Access in School Choice Policy; Teacher Job Choices, Retention, and Recruitment; Community College Transfer; Links between Systemic Inequality, Housing, and Schools
![Royel M. Johnson PhD Royel M. Johnson PhD](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/aa1gb6e13f2f953182dcaacdd88dfc-Royel-Johnson.jpg?itok=OjzCH9v5) - Royel M. Johnson, PhD
- Associate Professor & Director
- Racial Equity • Education Access • Student Success • Education Policy • Carcerality in Education • Foster Care • Juvenile Justice
![Adrianna Kezar Adrianna Kezar](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/e31b054f94664ca6e937fa18d8622c-Adrianna-Kezar.jpg?itok=QL9QAQen) - Adrianna Kezar
- Dean's Professor of Leadership
- Wilbur-Kieffer Professor of Higher Education
- Director Pullias Center for Higher Education
- Higher Education • Leadership • Diversity
![Adam Kho Adam Kho](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/3e5581fd7077cff8cgcb71a2a0809b-Adam-Kho.jpg?itok=RYQTrnX4) Julie Marsh- K-12 Education Policy and Governance • Accountability • Teacher Incentive Programs • Data-Driven Reforms • School District Reform • School Choice • Equity-Oriented Reforms • Literacy Coaching
![Tatiana Melguizo Tatiana Melguizo](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/4b33734cf8gd0a45efgg9ae04eb71a-Tatiana-Melguizo.jpg?itok=ivsrdIyN) Tatiana Melguizo- Higher Education • Finance • Affirmative Action • Community Colleges • College trajectories of students of color, Program Evaluation
![Harry O'Neil Harry O'Neil](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/b8786g66c4b4446d8fed5a2gecf295-Harry-O%27Neil.jpg?itok=4xs8ycMh) Harry O'Neil![Erika A. Patall Erika A. Patall](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/db28bbb2gb017ac90cb463ca17048f-Erika-Patall.jpg?itok=5WB6_Hhd) Erika A. Patall- Professor of Education and Psychology
- Motivation • Autonomy Support • Choice Provision • Student Agency • Need Support • Education Practices • Research Synthesis • Meta-Analysis
![Lawrence O. Picus Lawrence O. Picus](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/c153d0569f66d59213dg42d44554ag-Lawrence-Picus.jpg?itok=PMuHBKm9) Lawrence O. Picus- Richard T. Cooper and Mary Catherine Cooper Chair in Public School Administration
- Professor of Education Finance and Policy
- Associate Dean for Faculty Affairs
- Public Financing of Schools
![Morgan Polikoff Morgan Polikoff](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/3344cc4d3gf05gbg79202e13c4136g-Morgan-Polikoff.jpg?itok=pQFC_JzI) Morgan Polikoff- K-12 Education Policy • Curriculum • Standards-based Reform • Assessment Policy • Alignment • Survey Research • Quantitative Methods • COVID and Education
![Julie R. Posselt Julie R. Posselt](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/57191b3eg5bfda9gacc1d50376963e-Julie-Posselt.jpg?itok=IOgZsL-J) Julie R. Posselt- Equity & Diversity in Higher Education • Organizational Theory • Sociology of Education • Research Methods
![David M. Quinn (On Leave) David M. Quinn (On Leave)](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/g35c81a955714d93f3a42b2355865d-David-Quinn.jpg?itok=r5Asx75g) David M. Quinn, (On Leave)![Gale M. Sinatra Gale M. Sinatra](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/fe3gcd47688f5f9dcf671g22277g1e-Gale-Sinatra.jpg?itok=SE6qR-89) ![](//xconsult.online/777/templates/cheerup/res/banner1.gif) Gale M. Sinatra- Stephen H. Crocker Chair
- Associate Dean for Research
- Learning Theory • Knowledge Construction • Conceptual Change Learning • Science Learning • Public Understanding of Science
![Brendesha Tynes Brendesha Tynes](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/ffa2gd8200e993c612613efd5e5bg9-Brendesha-Tynes.jpg?itok=j3cHYUmb) Brendesha Tynes- Director of CELDTECH
- Social Media • Cyberbullying • Socio-Emotional Learning • Racial Discrimination • Identity • Adolescent Development in Urban Schools and Online Contexts • Mobile Interventions
Meet Our PhD StudentsOur student body, one of the most diverse in the country, is comprised of accomplished research-scholars. Each year, we enroll approximately 12 new students in the incoming cohort. ![Jimmy Aguilar Jimmy Aguilar](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Jimmy_Aguilar_gf4563g9gbaeg400d703cg2c86g25f.jpeg?itok=g4ql22oV) Jimmy Aguilar![Jacob Alonso Jacob Alonso](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Jacob_Alonso_gd5108998b1652ed91a5b3e2gc7111.jpg?itok=O-JwGxBY) Jacob Alonso![Gloria C. Anglón Gloria C. Anglón](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Gloria_Angl%C3%B3n_f3e2ea55f3g0e80334bd058c4171eg.jpg?itok=BAhENR7P) Gloria C. Anglón![Jessica Leila Carranza Jessica Leila Carranza](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Jessica%20Leila_Carranza_bc542f36def1fdagedfa716d15gdca.jpg?itok=E8VK5IuG) Jessica Leila Carranza![Isabel Clay Isabel Clay](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Isabel_Clay_6ag82a103a6f415f77c2bce40f8bed.jpg?itok=C88O4jXA) Isabel Clay![Margaret Dawson-Amoah Miss Margaret Dawson-Amoah Miss](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Margaret_Dawson-Amoah_4d9a2169ga816c53c2f39e2aa4f78b.jpg?itok=YjaEGIiq) Margaret Dawson-Amoah, Miss![Kirsten Elliott Kirsten Elliott](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Kirsten_Elliott_5d5bgg048g6d77bc1b3e7315b1eegg.jpg?itok=AGGE-f95) Kirsten Elliott![Michael Fienberg Michael Fienberg](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Michael_Fienberg_738deg69a09f576894df0a07d2a24b.jpg?itok=QjRXABGR) Michael Fienberg![Emily Gonzalez Emily Gonzalez](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Emily_Gonzalez_egeab42373594a62g181c3ccbfd43e.jpg?itok=nxkRdbK_) Emily Gonzalez![Jennifer Gribben Jennifer Gribben](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Jennifer_Gribben_72gbge3f83d7g8ccd10c0g61dc2941.jpg?itok=Djn44zC8) Jennifer Gribben![Keena Jones Keena Jones](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Keena_Jones_341bd8065f2e36bb4a0b6db6903c46.jpg?itok=OlWZomMN) Keena Jones![Laurel Kruke Laurel Kruke](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Laurel_Kruke_cbc2c8a0d368b60706dbb401076ggc.jpg?itok=4it-7ofa) Laurel Kruke![Diane Lee Diane Lee](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Diane_Lee_a6g2bd5f16e204g1c6ad1c3adg1ea1.jpg?itok=ru_34gTt) Jingxian Li![Edgar Fidel Lopez Edgar Fidel Lopez](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Edgar_Lopez_648b1582b4g446302bb1098gb68g22.jpg?itok=3XDzyKe3) Edgar Fidel Lopez![Andrea Jackelyn Macias Andrea Jackelyn Macias](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Andrea_Macias_755gg1b9598c7290a0f01egg6609ee.jpg?itok=qHF-Xm1V) Andrea Jackelyn Macias![Milie Majumder Milie Majumder](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Milie_Majumder_e25176g92794e510f11bg40dca3693.jpg?itok=C-HqwyvE) Milie Majumder![Alvin Makori Alvin Makori](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Alvin_Makori_14171343gag24g77e179ag73a31gg0.png?itok=cPLSA5fP) Alvin Makori![Saba Modaressi Saba Modaressi](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Saba_Modaressi_f7fd9cf2d5ff89bb1c061ca45b7194.jpg?itok=eOx-C5r_) Saba Modaressi![Elizabeth (Liddy) Morris Elizabeth (Liddy) Morris](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Elizabeth_Morris_1ceec457b0df85bg9adf7f1135131b.jpg?itok=oTXoZ4H3) Elizabeth (Liddy) Morris![Desiree O'Neal Desiree O'Neal](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Desiree_O%27Neal_e33c782963385407g27dac9gcfa0e5.jpg?itok=yasp-zi2) Desiree O'Neal![Salomé Otero Salomé Otero](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Salom%C3%A9_Otero_720804g29a6dea74854a45c85822gf.jpg?itok=A3DhsCFS) Salomé Otero![Glenda Palacios Quejada Glenda Palacios Quejada](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Glenda_Palacios%20Quejada_89e2b4102112894559efb3c5dg8c12.jpg?itok=2DIcqJmn) Glenda Palacios Quejada![Nicolas Pardo Nicolas Pardo](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Nicolas_Pardo_68gg79bgf59b164ga667f23780674b.JPG?itok=oN2sRu6h) Nicolas Pardo![Sarah Rabovsky Sarah Rabovsky](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Sarah_Rabovsky_photo.jpg?itok=5o26dlPb) Sarah Rabovsky![Maritza E. Salazar Maritza E. Salazar](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Maritza_Salazar_12e6ce26c34fde0278g9a846beec42.jpg?itok=SGeaHPkX) Maritza E. Salazar![Jake Scollan-Rowley Jake Scollan-Rowley](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Jake_Scollan-Rowley_f39fa49d9aca8b7ef6790a1655de84.jpg?itok=iFPePCrO) Jake Scollan-Rowley![Shelby Leigh Smith Shelby Leigh Smith](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Shelby_Smith_04ge342eaabe4a030bga550933gae7.jpg?itok=WjukRTY6) Shelby Leigh Smith![Tong Tong Tong Tong](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Tong_Tong_fb8e328fgd9a91367ed7c9g6338gdc.jpg?itok=oSYIHQ01) Gabriela Torres![Natsumi Ueda Natsumi Ueda](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Natsumi_Ueda_19d23gg41ee1aag01ffcd75a317360.jpg?itok=ZPybCjoy) Natsumi Ueda![Akunna Faith Uka Akunna Faith Uka](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Akunna_Uka_95f1ab8ad02ed2gcbb418881cc7922.jpg?itok=D0zgMH4G) Akunna Faith Uka![Amanda Vite Amanda Vite](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Amanda_Vite_30bf5278ga0827bf3bab4a8fe4b178.jpg?itok=TuIWVokH) Amanda Vite![Elif Asli Yucel Elif Asli Yucel](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Elif_Yucel_gd24g1f5f664e388cfef57f9d7dc9g.jpg?itok=LHCGxZ_2) Elif Asli Yucel![Yanyan Zong Yanyan Zong](https://rossier.usc.edu/sites/default/files/styles/280x280/public/profile_import/Yanyan_Zong_dfe12442c546ed3006adc53375ga9d.jpg?itok=43Nxh-eA) Yanyan ZongFrom our alumni. ![Federick Ngo 360x360.jpg Federick Ngo](https://rossier.usc.edu/sites/default/files/styles/360x360/public/2022-04/Federick%20Ngo%20360x360.jpg?h=5273c5c2&itok=t00KS3x6) I received invaluable research training during my time at USC. From day one of the program I was able to work on research projects that were innovative and important in urban education, and I was fortunate to do so alongside a vibrant and passionate community of scholars.Federick J. Ngo, PhD ’17 ![Raquel Rall 360x360.jpg Raquel Rall](https://rossier.usc.edu/sites/default/files/styles/360x360/public/2022-04/Raquel%20Rall%20360x360.jpg?h=5273c5c2&itok=P6jtpMEL) My time in Rossier allowed me to cultivate mutually beneficial networks with peers and mentors who are challenging the status quo in higher education. These connections continue to shape how I navigate the professoriate as an agent of change.Raquel M. Rall, PhD ’14 ![Daniel Almeida 360x360.png Daniel Almeida](https://rossier.usc.edu/sites/default/files/styles/360x360/public/2022-04/Daniel%20Almeida%20360x360.png?h=0d1c55f9&itok=QhBlAadK) The training and mentorship I received at Rossier prepared me well for a tenure-track faculty position.Daniel J. Almeida, PhD ’16 News and InsightsJune 18, 2024 ![CAC Decision Day_Hero_DSC00439.png CAC Decision Day Cabrillo High](https://rossier.usc.edu/sites/default/files/styles/640x320/public/2024-06/CAC%20Decision%20Day_Hero_DSC00439.png?h=a8d84e9c&itok=3VAPhvru) USC CAC advisers celebrate Decision Day with Cabrillo High School students in Long BeachNear-peer advisers met with students to unlock college potential. June 10, 2024 ![Geni Cobb '24 - EDL online Alumni.PNG Geni Cobb, EDL online alumni from Class of 2024.](https://rossier.usc.edu/sites/default/files/styles/640x320/public/2024-06/Geni%20Cobb%20%2724%20-%20EDL%20online%20Alumni_0.PNG?h=620a7631&itok=ABB35pGr) First-Generation Online Student Looks to ‘Push Envelope’ for Representation in Higher Ed“If I can [help others] be in ![EdTech Intel.png EdTech Intel](https://rossier.usc.edu/sites/default/files/styles/360x210/public/2024-06/EdTech%20Intel.png?h=791fc576&itok=KzMCVUmb) USC EdTech Accelerator collaborates with IntelFocus will be on developing efficacious AI solutions that improve learning outcomes with an emphasis on supporting marginalized communities. Featured Faculty ![Institute-for-the-Future-of-Education-tec-de-monterrey.jpg EdTech](https://rossier.usc.edu/sites/default/files/styles/360x210/public/2024-06/Institute-for-the-Future-of-Education-tec-de-monterrey.jpg?h=d464d9b4&itok=8P3GF8KE) USC Rossier EdTech Accelerator and the Institute for the Future of Education at Tecnológico de Monterrey sign a memorandum of understanding to catalyze edtech innovationPartnership to catalyze transnational edtech innovation. June 5, 2024 ![USC_UCOM_Festival_of_Books_20190413_166.jpg Summer Reading 2024](https://rossier.usc.edu/sites/default/files/styles/360x210/public/2024-06/USC_UCOM_Festival_of_Books_20190413_166.jpg?h=c6980913&itok=oFl70ZM_) USC Rossier faculty share their summer 2024 reading recommendationsA guide for anyone looking to read this summer. - Theodore R. Burnes
- Gregory Franklin
- Pedro Noguera
- Atheneus Ocampo
- Jerome A. Lucido
- Helena Seli
Featured Research CentersPullias center for higher education. One of the world’s leading research centers on higher education, the Pullias Center advances innovative, scalable solutions to improve college outcomes for underserved students and to enhance the performance of postsecondary institutions. Website | Brochure Center for Empowered Learning and Development with TechnologyEstablished in 2017, the Center for Empowered Learning and Development with Technology (CELDTECH) is a transdisciplinary research center that promotes equity in digital learning and development among urban populations in formal and informal contexts. CELDTECH takes an intersectional approach to the study of learning with technology and foregrounds the nexus between students’ histories, cultural assets and developmental needs. Website | Brochure Center for Affective Neuroscience, Development, Learning and EducationThe USC Center for Affective Neuroscience, Development, Learning and Education (CANDLE) brings educational innovation and developmental affective neuroscience into partnership, and uses what is learned to guide the transformation of schools, policy, and the student and teacher experience for a healthier and more equitable society. Website | Learn More Center for Education, Identity and Social JusticeEstablished in 2017, the Center for Education, Identity and Social Justice has a compelling interest in eradicating all forms of discrimination based on the intersection of an individual’s identities that include religion, gender, sexual orientation, race, ethnicity and disability. Using rigorous research and legal analysis, we empower educators to utilize laws and policies in order to identify and extricate bias and unequal distributions of power within educational institutions. The University of Southern California Race and Equity CenterEstablished in 2017, the Race and Equity Center is the epicenter for interdisciplinary scholarship, resources and meaningful activities on racial equity that significantly benefit the University, other institutions of higher education and the broader society. USC EdPolicy HubPublic education in Southern California and across the nation faces a daunting array of challenges: longstanding structural inequities, declining enrollments, staffing shortages, funding shortfalls, political conflicts, and the ongoing effects of the pandemic on student academics and mental health. The challenges are often systemic, with causes and consequences crossing school systems and other boundaries, and disproportionately affecting minoritized and low-income communities. The USC EdPolicy Hub collaborates with schools, education systems, and community colleges throughout Southern California to conduct rigorous, actionable, boundary-spanning research. Research results—shared with language and formats geared for practitioners and policymakers—inform decisions for educators, policymakers, and families, ultimately improving student outcomes. Program Contact![Laura_Romero.jpg Laura Romer](https://rossier.usc.edu/sites/default/files/styles/160x160/public/2022-06/Laura_Romero.jpg?h=6b9bf2e9&itok=2Geq4LMD) Laura RomeroDirector, PhD Program ![Alex Atashi 160x160.jpg Alex Atashi](https://rossier.usc.edu/sites/default/files/styles/160x160/public/2022-05/Alex%20Atashi%20160x160.jpg?h=653d7163&itok=8Da5vJap) Alex HazardAssistant Director, PhD Program ![USC-rossier-sept19-PPS-cohort-28.jpg Student taking notes](https://rossier.usc.edu/sites/default/files/styles/320x200/public/2022-05/USC-rossier-sept19-PPS-cohort-28.jpg?h=a1e1a043&itok=ftaDXU7T) Request More InformationConnect with us to receive more information about this program and reminders about upcoming events and application deadlines. Privacy Policy: USC Rossier School of Education will never share or sell your personal information. Related ProgramsEducational leadership. Doctor of Education (EdD) Educational Leadership (online)Global executive. ![philosophy phd usc USC Viterbi School of Engineering Logo – Viterbi School website](https://bme.usc.edu/wp-content/uploads/2023/02/USC-Viterbi.png) - Events Calendar
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Doctor of Philosophy (Ph.D.) in Biomedical EngineeringThe Doctor of Philosophy in Biomedical Engineering is designed to be completed in four to five years of full-time study, including summer terms. A minimum of 60 units is required for this program beyond the bachelor of science degree. Ph.D. candidates must take all required core courses, complete lab rotations (BME 505aL and BME 505bL) and pass a Screening Exam at the end of their first year; pass a Qualifying Exam when they begin their dissertation research; and conduct an oral Defense of their dissertation at the end of the program. These are our areas of specialty in the program: - Biosignals & Biosystems Engineering
- Medical Devices
- Biomedical Imaging
- Systems Cellular-Molecular Bioengineering
- Biomechanics
- Biomedical Microelectromechanical Systems (Bio-MEMS)
Year 1 (BME Ph.D. Core Requirements)New PhD students in BME are required to take core courses during their first year. Completion of these courses during the first year makes one eligible to take the Screening Exam, which takes place at the end of the spring semester of the first year. Students should consult their potential faculty advisors for suggestions about which courses to choose from the list. - Register in BME 505aL and BME 505bL (lab rotations - - fellowship students) and
- Choose ANY 4 classes from the list below (2 per semester)
Year 1 - Fall (select two) - BME 501 | Advanced Studies in Biomedical Systems
- BME 502 | Advanced Studies of the Nervous System
- BME 504 | Neuromuscular Systems
- BME 506 | Bioengineering of Disease and Cell Therapeutics
- BME 511 | Physiological Control Systems
- BME 527 | Integration of Medical Imaging Systems
- BME 540 | Biofluid Mechanics: Transport and Circulatory Systems
- BME 620L | Applied Electrophysiology
- BME 650 | Biomedical Measurement and Instrumentation
Year 1 - Spring (select two) - BME 513 | Signal and Systems Analysis
- BME 514 | Physiological Signals and Data Analytics
- BME 525 | Advanced Biomedical Imaging
- BME 528 | Medical Diagnostics, Therapeutics and Informatics Application
- BME 530 | Introduction to Systems Biology
- BME 551 | Introduction to Bio-MEMS and Nanotechnology
- BME 552 | Neural Implant Engineering
- BME 559 | Nanomedicine and Drug Delivery
Year 2 (Research)The second year of graduate study allows you to focus on a specific area or study in biomedical engineering. Any class that you take in the program must be approved by your faculty advisor. You may also start taking BME 790 (Directed Research). See info below. Years 3 and 4 (Research and Dissertation)The third and fourth year of graduate study allows you to focus on a research area/topic to explore and develop for your dissertation. By the end of your third year, you should be able to take the Qualifying Exam. After passing the Qualifying Exam, you are eligible to take coursework for your dissertation. You must take at least BME 794ab for a total of 4 units. Research BME 790 Directed Research (1-12 units) Dissertation BME 794abcdz Doctoral Dissertation (2-2-2-2-0 units) Years 5 and BeyondIf you have not completed your research and dissertation by the end of the sixth year, please communicate with the Graduate Student Affairs Advisor for more information. All information contained here is summarized from the USC Catalogue and is considered non-official. For all rules, regulations, procedures, and outlines, please see the current academic year USC catalogue. ![philosophy phd usc Image](https://bme.usc.edu/wp-content/uploads/2020/06/7316512732_e37461d02c_o-1.jpg) Research OpportunitiesPlease check out our research page for our faculty laboratory websites.. Published on February 1st, 2017 Last updated on August 7th, 2023 - Media Coverage
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- Minor in Craniofacial and Dental Biotechnology
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- M.S. in Medical Device & Diagnostic Engineering
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Fall 2024 On-Campus MSW Application FINAL Deadline: July 16, 2024 ![philosophy phd usc USC PhD students](https://dworakpeck.usc.edu/sites/default/files/styles/subpage_hero_large_1440x544_/public/2019-08/-_phd_current_students_2019-2020-header.jpg?itok=5pbhy7DB) PhD Current Student Bios2024 Doctoral Candidates Seeking Academic Appointment The USC Suzanne Dworak-Peck School of Social Work is pleased to share the background and key research interests of some of our PhD students. Click on a name to view that student's biographical sketch. Lucinda Adjesiwor, MSW Professional and research interests: child and family welfare; childhood adversity; maltreatment; mental health; substance abuse and behavioral health; parenting; at-risk and vulnerable families; family-based interventions; racial and ethnic minority groups. Ronna Bañada, LCSW, MSW Professional and research interests: (im)migrant experiences with a focus on undocumented Asian Pacific Islander Desi American (APIDA) communities; impacts of immigration status on mental health, health, and educational experiences; APIDA ethnic identity formation. John Bunyi, MFT Professional and research interests: the application of mental health technologies for increasing access to and effectiveness of mental health care for historically marginalized populations; reducing barriers to mental health care for immigrant populations; Filipinx mental health; leveraging big data in mental health care; dissemination and implementation of innovative mental health treatment delivery; mental health treatment for those with disabilities. Liv Canning, BA (they/them) Professional and research interests: the utilization of community-based participatory research and mindfulness-based interventions for survivors of sexual assault and within restorative justice contexts. Adriane Clomax, MSW Professional and research interests: the future of work and the digital economy, workplace climate, workplace culture, workers of color and broad-based employee ownership, military social work. Jessenia De Leon, BS Professional and research interests: adolescent welfare; juvenile justice; organizational sustainability; organizational capacity; nonprofit organizations; dissemination and implementation science; mental health programs; global mental health; financial stability for nonprofits; staff capability and retention. Maiya Hotchkiss, BA Professional and research interests: health and safety disparities, particularly among trans and gender nonconforming (TGNC) individuals; interpersonal and structural violence; violence prevention and treatment; community-facilitated evidence-based interventions; community-based participatory research (CBPR) methods. Olga Koumoundouros, MFA Professional and research interests: utilization of evidenced-based policies for violence prevention, intersecting kinds of violence, intersecting kinds of coping, participatory action research, survivor centered voice, trauma informed research models, mixed methods photo voice, health disparity, trauma informed public schools, juvenile justice, community-based environmental justice, engagement as healing practice, community equity, housing justice, low-income communities, guaranteed basic income programs. Peichen Liu, MSW Professional and research interests: homelessness, housing policy, supportive housing system, tenant experience in supportive housing system, ethnic minority experience of homelessness and shelter system, housing first model, mixed method research. Leticia Morales, MSW Professional and research interests: Latino/a youth, mixed-status families, deportation, and family separation. Kiana Naimi, MSW, LCSW Professional and research interests: children with special healthcare needs; family resilience; parenting; maternal/paternal mental health and wellbeing, post-traumatic growth (PTG); exploration of evidence-based programs and policies for child and family well-being within various domains of society. Meghana Nallajerla, BA Professional and research interests: Rory P. O'Brien, MSW, MPH (they/them) Professional and research interests: policy implementation and evaluation, LGBTQ+ youth mental health, civic engagement, minority stress, public health surveillance methods, community-based participatory research, mixed methods. Juyoung Park, MSG Professional and research interests: minority aging, social isolation and loneliness in older ethnic minority communities, health disparities among older persons associated with socioeconomic factors, community-based participatory research, elder mistreatment. Laura Petry, MSW Professional and research interests: homelessness and housing instability among youth and young adults, housing policy and urban planning, housing intervention models, continuums of care, coordinated entry systems, social and inter-organizational networks, spatial analysis and critical GIS, community-based participatory research. Shaddy Saba, LSW, MA Professional and research interests: etiology and treatment of substance use, mental health disorders, and physical pain; the impact of trauma and adverse experiences on health and well-being; military personnel and veteran behavioral health; biopsychosocial models of health; developmental and affective science; artificial intelligence and technology for behavioral health; contemplative (e.g., mindfulness-based) interventions. Erika Salinas, MSW Professional and research interests: tribal child welfare; communication and collaboration efforts between traditional and tribal governments regarding the Indian Child Welfare Act (ICWA); compliance with ICWA; strength and resilience within tribal communities; the historical and current effects of Federal Indian policies; cultural approaches to intervention and prevention programs; and inter-generational trauma within tribal communities. Aubrey Sutherland, MSW Professional and research interests: assessment of culture/climate within the United States military and veteran populations through a sociological lens with a focus on socialization and deviant behaviors; military sexual trauma (MST), substance abuse, mental health stigma, policy implementation, level of acceptance, United States military and veteran transition. Tamera Whitesides, MSW Professional and research interests: utilization of evidence-based practices in child welfare; attachment and treatment of developmental trauma; interpersonal neurobiology; parenting and intergenerational trauma transmission; mindfulness-based interventions; secondary trauma for social workers in child welfare. Corinne Zachry, MA Professional and research interests: understanding risk and protective factors for trauma-related mental health disparities in LGBTQ+ individuals, contributions of social policies to mental health disparities for individuals with multiple marginalized identities, community-based intervention research to alleviate exposure to chronic stressors, promotion of LGBTQ+ health equity. ![philosophy phd usc USC Viterbi School of Engineering Logo – Viterbi School website](https://www.cs.usc.edu/wp-content/uploads/2023/03/USC-Viterbi.png) - B.S. Students
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Ph.D. Milestones for Computer Science StudentsThe Qualifying Exam and Defense benchmark forms are here on VASE's website : https://viterbigrad.usc.edu/academic-services/forms/ . All committee forms require the Chair and Dean's approval before the oral exams can proceed. Qualifying ExamStudents will initiate this particular form (DocuSign): - Appointment of Qualifying Exam Committee Form
Qualifying Exam Committee: The qualifying exam committee is composed of five members. The committee chair and at least two additional members must have an appointment in the student's program. This includes tenured, tenure track, research, teaching, practitioner, and clinical faculty expertise. At least one committee member must be tenured in the Computer Science Department. A USC faculty member outside the student's home program is called an "outside member." For outside Faculty, the Dean of the school decides the judgment of the qualification of the outside faculty member's primary appointment. The "outside member" must be a full-time USC faculty member whose primary appointment is in a unit outside CS and who chairs PhD committees in that home unit. The "external member," if included on the committee, must submit a CV and statement from the committee chair for consideration by the Dean to serve on the committee. Students must complete the written exam a few days before the oral exam. The written exam and oral exam cannot occur on the same day. Please also review our PHD requirements, particularly for qualifying exams, here: https://www.cs.usc.edu/academic-programs/phd/ Once students initiate the form, students should inform the committee and encourage them to sign it. After the faculty signs, it will come to a PhD advisor, and then the form routes to the Chair, followed by the Dean's office. Signatures for the form take time, so please submit it at least 30 days before the qualifying exam. Thesis Proposal PresentationInformation about the Thesis Proposal Presentation is in our CS PHD requirements (please review): A new formal committee is NOT required just for the thesis proposal. Students may use their qualifying exam members (guidance committee members). At least one committee member must be tenured in the Computer Science Department. The faculty advisor must confirm the thesis proposal results and committee members for the department to record. Please submit the thesis proposal information below to [email protected] so our staff can post it online: - Presentation Title and Abstract
- Date and Time
- Names of the Guidance Committee members
Information about the PHD defense is in our CS PHD requirements (please review): The dissertation defense committee must have at least three (3) members, of which at least two must have an appointment in Computer Science. The student's dissertation advisor will chair the committee. At least one committee member must be tenured in the Computer Science Department. The committee must also include one tenured (or tenure-track) USC faculty member outside the department whose primary appointment is not in Computer Science. The committee chair with a joint Computer Science appointment is ineligible to be an outside committee member. Generally, students initiate the Defense Committee form at least 30 days in advance. The form must have Dean-level approval before the student can proceed with the Defense. In addition, the Defense must be announced at least one week in advance, so please contact the PhD office with (information below) once the date is set to post the Defense; two weeks is preferred. Specifically, students will initiate this form (DocuSign): - Appointment of Dissertation Committee Form
The Defense must be held in person and attended by all committee members, students, and the Chair. Finally, please submit the information below to [email protected] so our staff can post it online (noted in our PHD requirements). The following defense announcement information at least one week in advance so we can post this online: - Dissertation Title and Abstract
- Names of the Dissertation Defense Committee members
Published on June 17th, 2024 Last updated on June 17th, 2024 - Academic Programs
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A PhD in philosophy offers students the highest form of training in rigorous thought and analytical writing, and guidance in the development of a productive, active research program, contributing to the advance of the field. Philosophy PhD students in our graduate program at USC also begin to practice and develop as teachers of philosophy and ...
Philosophy at USC. At USC, we believe that philosophy's task grows out of what has always been its central mission—to help lay the conceptual foundations for advances in our theoretical knowledge of the universe and ourselves, while also providing practical wisdom needed for virtuous and meaningful lives. Thus, it is not the study of a ...
The minimum number of course credits required for the PhD is 60 units. No more than 8 of these units may be from 590 courses and no more than 8 of these units may be from 400-level courses in the School of Philosophy. PHIL 450 or PHIL 452 do not count toward this maximum of 8 units of 400-level courses in the School of Philosophy.
USC Philosophy does not consider GRE scores as a part of graduate admissions, and so applicants are requested to not submit these scores. And although USC Philosophy does not require the TOEFL in order to consider non-native speakers of English for the program, USC Graduate Admissions requires the TOEFL in order to enroll in the university. USC ...
FAX: (213) 740-5174. Email: [email protected]. dornsife.usc.edu/phil. Director: Scott Soames, PhD. Faculty. University Professor and David Dornsife Chair in Neuroscience and Professor of Psychology, Neurology and Philosophy: Antonio Damasio, PhD (Psychology) University Professor and Professor of Philosophy, History and Accounting: Jacob ...
The School of Philosophy offers three kinds of programs. Double majors are encouraged, but to do this a student must work in close consultation with the undergraduate advisor. Strong philosophy majors are also encouraged to pursue graduating with honors. There are also various philosophy minors available. The descriptions and requirements for ...
In addition to these undergraduate programs, the School of Philosophy also offers a Master of Arts in Philosophy, a Progressive Master of Arts Degree in Philosophy and Law, a joint degree with the USC Gould School of Law, a graduate certificate in cognitive science, and a Doctor of Philosophy in Philosophy. Mudd Hall of Philosophy 113 (213) 740 ...
USC Dornsife School of Philosophy. Beyond the laboratories, research centers and classrooms, USC Dornsife serves as a dynamic intellectual resource that is woven into the fabric of our communities.
With state-of-the-art facilities and competitive faculty and staff committed to excellence, USC's graduate and professional programs serve as an attractive option for those seeking higher education on the West Coast. USC is globally recognized as one of the premier institutions for higher learning. Home to some of the best graduate programs in ...
The Doctor of Philosophy in business administration is based on a program of study and research culminating in the completion of a dissertation in the major field of study. A minimum of 60 units of course work beyond the baccalaureate is required for the PhD degree, including research courses and a minimum of 4 units and a maximum of 8 units of ...
Continually ranked among the top universities in the country, USC prepares undergraduate students to become leaders and innovators across a broad range of disciplines, and graduates global citizens who are uniquely poised to meet the challenges of the 21st century.
USC awards Master of Arts, Master of Science and Doctor of Philosophy degrees, as well as doctoral and master's degrees in professional fields. Graduate students are encouraged to select their degree objective based on the career or further study they wish to pursue. View a list of all graduate degrees awarded at USC.
Pursuing a PhD at USC places you in the center of Los Angeles with an exclusive opportunity to develop and test research in one of the most culturally and ethnically diverse cities in the world. The USC Graduate School is committed to providing detailed information on the inputs, outcomes and overall characteristics of its PhD programs, for the ...
School of Philosophy at University of Southern California provides on-going educational opportunities to those students seeking advanced degrees. ... Doctor of Philosophy (PhD) Master of Arts/Juris Doctor (MA/JD) Degrees Awarded ... [email protected] Phone: 213-740-0798 Fax: 213-740-5174 . Larger Map. Home; Grad Schools;
Majors may graduate with departmental honors by doing the following: (i) completing all major requirements, (ii) having a GPA of at least 3.5 for upper-level courses for the major, and (iii) completing the Honors Capstone Seminar (PHIL 495 ), or if that's not possible, the Senior Thesis Seminar (PHIL 494 ).). To take PHIL 494 or PHIL 495 , students must be seniors and we recommend having ...
The first academic year is devoted to MPP classes, the second to PhD classes, the third to completion of the MPP practicum, the fourth to the PhD qualifying exam and the fifth to the PhD dissertation. You must complete 84 units (48 from the PhD in Education and 36 from the Master of Public Policy). View the full list of required courses.
The Doctor of Philosophy in Health Behavior Research is typically completed in 4-5 years. Below is the recommended time frame for completing program requirements: Years 1-2 ... The USC Graduate School is committed to providing detailed information on the inputs, outcomes, and overall characteristics of its PhD programs, for the purposes of full ...
The USC Rossier PhD program name will be updated from "PhD in Urban Education Policy" to "PhD in Education," effective fall 2023. Prospective students entering in fall 2024 will join under the name PhD in Education. The update will not impact our core mission or curriculum, and course offerings will remain the same. The primary reason for updating the program name is to reflect our belief that ...
The Doctor of Philosophy in Biomedical Engineering is designed to be completed in four to five years of full-time study, including summer terms. A minimum of 60 units is required for this program beyond the bachelor of science degree. Ph.D. candidates must take all required core courses, complete lab rotations (BME 505aL and BME 505bL) and pass ...
USC School of Philosophy. Mudd Hall of Philosophy (MHP) 3709 Trousdale Parkway. Los Angeles, CA 90089-0451. Email [email protected]. Phone: 213-740-4084 Fax: 213-740-5174. Our department is comprised of many talented individuals. Meet our faculty, graduate students, visiting scholars, and staff!
The USC Suzanne Dworak-Peck School of Social Work is pleased to share the background and key research interests of some of our PhD students. Click on a name to view that student's biographical sketch. Professional and research interests: child and family welfare; childhood adversity; maltreatment; mental health; substance abuse and behavioral ...
Doctor of Philosophy in Nursing Science (Ph.D.) The Ph.D. program at USC prepares you for a nursing research career in academic, clinical or health system settings. Generous tuition support and executive-style weekend course delivery create flexibility for you to earn your doctoral degree. Our Ph.D. graduates are productive nurse scientists ...
The Defense must be held in person and attended by all committee members, students, and the Chair. Finally, please submit the information below to [email protected] so our staff can post it online (noted in our PHD requirements). The following defense announcement information at least one week in advance so we can post this online:
Beyond the laboratories, research centers and classrooms, USC Dornsife serves as a dynamic intellectual resource that is woven into the fabric of our communities. A Vibrant Mosaic Back ... Apply to USC Philosophy; Dissertations; Graduate Courses in Philosophy; Graduate Publishing; Support for Graduate Students; For Undergraduates. Programs of ...