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Graduate & Professional Degrees

The university of southern california is one of the top-ranked universities in the country and offers a diverse range of graduate and professional programs to suit various career pursuits. students can gain access to exceptional academic scholarship, accelerated degrees, top faculty, leading research opportunities and collaborative learning 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., graduate certificate | keck school of medicine of usc.

University Certificate Programs

Academic Medicine Certificate

Students who do not wish to pursue a Master of Academic Medicine degree at this point may earn a university certificate in Academic Medicine. The certificate requires 12 units of course work. Each learner may only seek a single certificate. There are two options available, the Teaching/Learning Track and the Leadership Track. The teaching learning track provides graduates with the essential principles of teaching and learning needed to integrate leaning principles, teaching techniques and assessment methods within the health professions to effectively teach health professions' learners at all levels: undergraduate, graduate and continuing education. The leadership track is designed to prepare those in academic medicine for leadership positions, for example assistant/associate dean, program director (including assistant or associate), designated institutional officer and associate or vice chair for education. After completion of the certificate, if a learner decides to go on to pursue a Master of Academic Medicine (MACM) degree all 12 units of the certificate can be applied to the MACM degree. 

ACMD 501  (Introduction to Academic Medicine Worldwide, 3 units). Students then take two required courses (6 units) related to their selected track. Each student completes the 12-unit certificate with 3 units of elective course work from the courses available within the Master of Academic Medicine program. All courses should be selected with the approval of the learner's adviser.

Master's Degree | Keck School of Medicine of USC

Keith Administration Building 211 1975 Zonal Avenue Los Angeles, CA 90033 (323) 442-2372 FAX: (323) 442-2051 Email: [email protected] Program Director: Julie G. Nyquist, PhD

Core Faculty

Professors: Donna Elliott, MD, EdD (Pediatrics) ; Jerry Gates, PhD (Family Medicine) ; Win May, MD, PhD (Medical Education) ; Julie G. Nyquist, PhD (Medical Education) ; Samuel Yanofsky, MD, MSEd (Anesthesiology)

Associate Professors: Kathleen Besinque, PharmD, MSEd (Pharmacy) ; Cha-Chi Fung, PhD (Medical Education); Tara Humphrey, DO, MACM (Anesthesiology)

Assistant Professors: Cathy Jalali, PhD (Medical Education); Shara Steiner, DO, MACM (Medical Education)

The Master of Academic Medicine is offered by the Keck School of Medicine. The goal is to develop leaders who will create and enhance academic and training programs for health care professions globally. Academic medicine is defined in broad terms as relating to those who lead training worldwide in medicine or in other health care related fields. Enacting this vision is possible due to the flexible delivery model selected. The program employs a hybrid model, combining on-campus face-to-face sessions, blended with online course work. During the 32-unit program, the majority of sessions will be delivered using interactive online delivery methods. All students will also be on campus for one-week intensive sessions in the spring of each year, which focus on community building and the development and evaluation of skills.

The program addresses the unique population of medical and health professions faculty who are focused on leading the academic enterprise for health professionals at the undergraduate, graduate and continuing education levels. Our graduates will be positioned to guide future generations of health professionals around the world toward better meeting the health needs of our global society. For those with a clear focus on the academic enterprise, a complementary degree in academic medicine offers the specialized skills needed to lead worldwide development of enhanced training for health professionals, increases professional capacity and provides new opportunity for promotion. The audiences for this degree will typically have primary professional degrees in health fields (e.g., MD, DDS, DPT, RN, MSN, PA, DVM, DO, PharmD, DC, DOM). The Master of Academic Medicine will provide the needed complementary training for clinician educators.

Applicants for admission to the Master of Academic Medicine program are generally expected to have an advanced degree in a health profession. Proof of graduation is required, as well as three letters of recommendation. For specific information on admission and application procedures, contact the Office of Medical Education, (323) 442-2372.

Students are admitted for the academic year beginning in the fall, although those admitted prior to March 15 may enroll in summer courses. Although there is no formal application deadline, complete applications received before March 1 will be given priority. Application inquiries should be made to: Master of Academic Medicine Program, University of Southern California, Office of Medical Education, 1975 Zonal Avenue, KAM 211, Los Angeles, CA 90033, telephone (323) 442-2372.

Satisfactory Academic Progress

A graduate GPA of at least 3.0 is required at all times. Any student whose graduate GPA falls below 3.0 will be placed on academic probation. Students on academic probation who do not raise their GPA to 3.0 after two semesters of written notification of academic probation will be academically disqualified.

A minimum of 32 units of graduate-level course work is required.

Master's Degree | USC Leventhal School of Accounting

The Master of Accounting program with an emphasis in data and analytics combines course work from the Leventhal School of Accounting and Marshall's Data Sciences and Operations department. Advances in computing technology are fundamentally changing the way audits are conducted. The data and analytics emphasis of the MAcc is designed to train auditors for the data age.

The program employs a rigorous case analysis approach that requires students to exercise their analytical abilities and develop both teamwork and professional communication skills.

Integrated into the data and analytics emphasis is an audit internship during the spring semester encompassing both audit and data and analytics in an integrated fashion. This required element of the program builds a critical bridge for the student between his or her academic and work lives, ultimately enriching both.

Application

The data and analytics emphasis of the MAcc is open only to individuals who have earned the equivalent of a four-year bachelor of accounting degree from an accredited program. Applicants also must have an offer letter for a spring internship at a "big four" or major national public accounting firm or equivalent. Spring internships must run from January through April and integrate both audit and data analytics.

Program Requirements

The Master of Accounting, Data and Analytics emphasis requires up to 31.5 units including fundamentals, core requirements and electives. Students with prior study in statistics who pass the challenge exam for Data Driven Decision Making receive a waiver reducing the units required to earn the degree to 30.

The Master of Accounting program (MAcc) prepares graduates for careers in public accounting, industry and government. The program offers students technical and conceptual knowledge, professional development, research and lifelong learning, ethical and professional standards and globalization and diversity. For details on these student learning outcomes, see the program website at marshall.usc.edu/macc .

An undergraduate accounting or business major is not necessary, nor is work experience a requirement. The program enrolls students in the summer or fall based on their academic backgrounds. For application information visit marshall.usc.edu/macc/admissions .

The Master of Accounting degree requires 45 units, including fundamentals, core requirements and electives. A student with an undergraduate degree in accounting or the equivalent may be able to waive 15 units for a total degree requirement of 30 units.

The Leventhal School of Accounting Master's Program Office evaluates the academic background of each admitted student to determine the courses required to complete the program.

ACCT 525  Intensive Accounting Principles and Practices (15 units) — an eight-week course for students who have not completed undergraduate degrees or other extensive course work in accounting. This course must be completed successfully prior to beginning the fall semester.

ACCT 525  class reducing the number of units required to earn the degree to 30.

USC BS in Accounting students may qualify for waiver of an additional 6 units reducing the number of units required to earn the degree to 24. (USC BS in Accounting students should meet with a graduate adviser during their junior year to determine if they qualify.)

Addiction exacts a toll on individuals, families and communities worldwide. The Master of Science in Addiction Science (MAS) exposes students to the biological, psychological and social aspects of substance use and addictive behaviors. Students study emerging trends in addiction studies with an emphasis on evidence-based transdisciplinary approaches in to addiction science and practice addressing epidemiology, etiology, prevention, treatment, policy and harm reduction, as well as sociocultural and healthcare contexts that intersect with addiction. The MAS equips students with a solid foundation and prepares them to enter a number of fields, from treatment to recovery and research to policy-work, representing critical areas of support among diverse communities in need. 

Master's Degree | USC School of Architecture

The Master of Advanced Architectural Research Studies, City Design and Housing emphasis is a 42-unit multi-disciplinary graduate degree program at the USC School of Architecture that prepares participants to study, analyze and design within complex urban systems. Focusing on the 21st-century city the program will address specific urban challenges through a combination of explorative design studio and advanced topical research. Working across disciplines and at multiple scales, this degree concentration moves between real-world issues and innovative architectural approaches to explore ideas for radically re-thinking the ways in which we can design, build and inhabit our cities in more inclusive and equitable ways.

The program will leverage Los Angeles as a laboratory to examine the forces that shape local and global cities. Addressing a diverse set of factors that are linked to city design and housing – such as urban development and housing policies, real estate and housing finance, history and theory, technology and infrastructure, and ecology and climate change – the program will introduce students to broad methodological tools for critically analyzing contemporary challenges of urban systems and housing and will strengthen their skills to employ research and design to create more equitable, sustainable and resilient urban environments and housing schemes.

The CD+H program's design and research efforts will be framed by three topical trajectories: a) urban housing (low-cost, collective, affordable, informal, densification, etc.); b) urban inequalities (racial segregation, economic disparities, gentrification, homelessness, digital divide, migration, etc.); and c) urban infrastructures (street design, public transportation, walkability, public space, programmatic and zoning issues, etc.). In addition, the one-year course will switch between the local context of Los Angeles and a selected global city (Latin America, Asia, Africa). In order to more thoroughly study the international context – and potentially establish more sound collaborations with institutions and stakeholders abroad – the same international context will be part of the program in a two or three-year cycle.

Finally, to connect students with real-world contexts, challenges and experiences, the CD+H program seeks to include various travel components throughout the year, which could potentially be linked to the PD+T and SP+SJ cohorts. Semester 1 will incorporate field trips in the Los Angeles and Southern California region. In Semester 2, the program's focus on an international context will be supplemented by a week-long trip to the respective city. For semester 3, the program intends to provide students the option of an immersive trip in a foreign or domestic location for their final project. The USC School of Architecture is developing the Latin Americas Cities Initiative and Asia Cities Initiative, which will be expected to interface with the MAARS CD+H, PD+T and SP+SJ programs.

Completion of the degree requires 42 units, including 8 units of Architecture Directed Design Research.

The Master of Advanced Architectural Research Studies, Performative Design And Technology Emphasis is a 42-unit graduate design program at the USC School of Architecture that focuses on the integration of architectural design, building performance and technology, within the context of digital design and fabrication. As a design-centric approach to building science concepts in the spirit of Ralph Knowles and the legacy of the Natural Forces Laboratory at the USC School of Architecture, issues of sustainability, structure, daylighting and thermal comfort will be explored in the context of architectural design. In this program, students will explore digital and analog techniques for discovering form through variable material and geometric organizations and force simulations, while simultaneously considering the design opportunities being afforded by advances in computation and fabrication technologies. The proposed curriculum will respond to emerging shifts in the architecture, engineering and construction (AEC) industry towards integrated technologies, increased efficiency, and productivity, and a digital workforce driven by digital, sensing and intelligent technologies. An integrated design curriculum that incorporates these concepts will support students in developing the skill necessary to foster innovation in practice with a focus on: data, technology, integration, performance, ecology and sustainability. 

A travel component will be included in Semester 1 through field trips in the Los Angeles and Southern California region to connect students with the real-world context and challenges faced in urban cities. In Semester 2, a week-long trip to a foreign or domestic location will provide students with a global context and interface and connect with the CD+H program. Students will have an option in Semester 3 to participate in an extended and immersive trip in a foreign or domestic location that will support completion of the final project. The USC School of Architecture is developing the Latin Americas Cities Initiative and Asia Cities Initiative, which will be expected to interface with the MAARS CD+H and PD+T programs.

This program is dedicated to cutting edge research and experimentation, and seeks to explore in a highly innovative fashion the cultural and technological landscapes of Los Angeles. Through its range of experimental 'Labs', the program is structured under three distinct veins of inquiry [1] architectural urban studies using Los Angeles as a laboratory to engage global issues; [2] advanced computation/fabrication technologies and material processes; and [3] performative architecture with an emphasis on sustainable systems. These specific design and research directions are diversely initiated by our faculty and fully supported by additional resources from the University of Southern California and the city of Los Angeles.

The Master of Advanced Architectural Studies is a three-semester advanced degree program. Consisting of two option-based topic studios followed by an in-depth Directed Design Research project [DDR], and coordinated seminar courses each for the first two semesters, the degree is focused on advanced and emerging topics in architecture. The design and research directions are diversely initiated by our faculty and fully supported by additional resources from the University at-large and the city of Los Angeles.

Candidates for admission must have a five-year Bachelor of Architecture degree or its equivalent. Completion of the degree requires 48 units, including 28 units of required studio and seminar courses, [including 8 units Directed Design Research or Thesis], and 20 units of approved electives, over three semesters of residency.

Graduate Certificate | USC Suzanne Dworak-Peck School of Social Work

The graduate certificate in Advanced Clinical Social Work Practice prepares students for practice in clinical settings by enhancing their theoretical, empirical and practice knowledge relevant to these settings and by offering a blend of didactic and experiential learning. Through an intersectional lens, students enhance their understanding of critical elements of advanced clinical practice, such as assessment and conceptualization, diagnosis and treatment. Given that social workers treat diverse client populations, this certificate also encompasses a commitment to social justice and addressing barriers to mental health treatment.

The USC Suzanne Dworak-Peck School of Social Work offers university certificates that provide students advanced practice or research training through a social justice and intercultural competence lens that emphasizes community, organizational and environmental justice. Certificates are designed to complement and deepen training provided through our degree programs by focusing on experiential application of concepts in relation to particular and diverse client populations, settings, and systems. Each certificate consists of at least 12 units, which may in part be satisfied by courses completed for a degree program. Certificates are also available to graduate students from other disciplines and to employed professionals.

The graduate certificate in Advanced Clinical Social Work Practice requires a minimum of 14 units.

Graduate Certificate | Advanced Programs in Dental Education

The advanced endodontics certificate program is a 24-month course of study. The program provides advanced students with the academic background information and clinical experience necessary for the specialty practice of endodontics. The program also requires activities in research and teaching to expose the advanced students interested to these areas of endodontics.

Advanced students are encouraged to pursue Board Certification by the American Board of Endodontics and are prepared for the certification examinations.

Emphasis is also placed on the interaction of endodontics with other specialties and general dentistry.

The program in endodontics is accredited by the Commission on Dental Accreditation (CODA), which serves as the only nationally recognized accrediting body for dentistry and the related dental field. The Commission receives its accreditation authority from the acceptance of all stakeholders within the dentistry community and recognition by the United States Department of Education. Since its inception in 1937, the Commission and its predecessors have operated within the parameters of the ADA Bylaws. The Commission serves the profession and the public by establishing and applying high-quality standards for the accreditation of educational programs in dentistry, postgraduate general and specialty dentistry, and the allied dental professions.

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Prospective Students

Welcome to Graduate Study at the University of Southern California

USC is a diverse community of scholars in the heart of Los Angeles — a dynamic center for technology, health services, media and the arts. USC has more than 400 graduate programs offered by the USC Dornsife College of Letters, Arts and Sciences and over 20 professional schools.

GRADUATE ADMISSION

Explore USC graduate programs and get application information. Be sure to check out the website of the school or department to which you are applying.

USC Financial Aid

Learn about funding options, eligibility for federal financial aid and estimated cost of attendance for your graduate education.

Orientation

All new graduate students are invited to participate in Graduate Orientation. Topics covered include campus services, academic resources, and public safety. Your school or department may offer a separate orientation program geared to the specific topics such course selection and registration.

Diversity, Equity, & Inclusion

USC Graduate School is actively striving to diversify the graduate student body, to promote equity in our graduate programs, and to support the full inclusion of all students as they progress toward their professional goals.

FELLOWSHIPS

Degrees offered.

USC is a distinguished R1 research university that provides a wide range of academic programs.

Faculty with similar areas of knowledge and interest are grouped together to form schools (such as the Keck School of Medicine of USC, the USC Thornton School of Music and the USC Viterbi School of Engineering) and academic departments within the USC Dornsife College of Letters, Arts & Sciences (such as Biology, English and Sociology). Certain areas of study are based on broad areas of interdisciplinary knowledge and draw faculty from several departments. The faculty in each department and school determines the rationale underlying its curricula, the type and content of courses it offers, and the requirements for master’s and doctoral degrees. 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 .

The PhD degree, conferred by the Graduate School, represents original contribution to current knowledge in a specific field. Prospective students are advised to contact their program of interest for course and research requirements. A list of current PhD degrees offered can be found here  listed by School.

View list of PhD Degree Programs

Please note that professional doctoral degrees—which prepare students for leadership and practice in the health professions, the arts, education, law and public welfare—follow policies established by their respective schools.  Examples of professional doctorates not conferred by the Graduate School include:

  • Doctor of Dental Surgery
  • Doctor of Education
  • Doctor of Medicine
  • Doctor of Musical Arts
  • Doctor of Nurse Anthesiology
  • Doctor of Occupational Therapy
  • Doctor of Pharmacy
  • Doctor of Physical Therapy
  • Doctor of Policy, Planning, and Development
  • Doctor of Public Administration
  • Doctor of Regulatory Science
  • Doctor of Social Work
  • Juris Doctor

View a list of current professional doctoral degrees offered organized by School.

Master of Arts (M.A.) degrees are granted in the arts, humanities and social sciences, while Master of Science (M.S.) degrees are granted in the natural sciences and professional fields. At USC, most of the M.A. degrees and many of the M.S. degrees are conferred by the Graduate School. Generally, master’s degrees for proficiency in professional fields are conferred by the professional school.

View the list of current master’s degrees offered .

The array of innovative dual degree programs at USC represents the university’s commitment to rigorous and vibrant graduate and professional education. Programs such as the Juris Doctor/Doctor of Pharmacy and Master of Science, and Gerontology/Master of Business Administration, offer students the opportunity to work with faculty from two or more departments or schools. Please contact your program of interest for dual degree information.

The progressive master’s degree enables superior USC undergraduates with at least a 3.0 GPA to begin work on a master’s degree while completing requirements for the bachelor’s degree. The degrees should be in similar fields of study, in the same or different department(s). For additional information and application instructions,  click here

Graduate Research Opportunities

Research at USC is distinguished by $889 million annually in 2018 in research expenditure for study in a wide array of disciplines, and an emphasis on collaboration across multiple disciplines to meet societal needs.

Examples of such collaboration include:

  • Capturing and distributing energy supplies that are environmentally benign, economical and long-lasting
  • Securing the nation and the world against the risks of natural disasters and intentional acts of terrorism
  • Enhancing cross-cultural understanding and cooperation, through communication among civic, religious, ethnic and community institutions
  • Establishing teaching practices that enable deeper understanding of science and math, languages and cultures, leadership and justice

USC Research centers

The Office of Research provides additional information about USC research initiatives, centers and facilities, and sources of research funding. Postdoctoral program information can be found at the USC Office of Postdoctoral Affairs.

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Los Angeles, CA

School of Philosophy / School of Philosophy is located in Los Angeles, CA, in an urban setting.

Degrees & Awards

Degrees offered.

Degree Concentration Sub-concentration
Master of Arts (MA)
Doctor of Philosophy (PhD)
Master of Arts/Juris Doctor (MA/JD)

Degrees Awarded

Degree Number Awarded
Doctoral Degrees 5

Earning Your Degree

Part-time study available? No
Evening/weekend programs available? No
Distance learning programs available? No
Terminal master's degree available?

Degree Requirements

Degree Requirement
Doctoral Degrees Entrance Exam GRE General Test
Thesis Required
Area exam, qualifying exam

Acceptance Rate

Application deadlines.

Type Domestic International Priority date
Fall deadline December 15th December 1st Yes

Entrance Requirements

Exam Details
Doctoral Degree Exam GRE General Test ');
Exam Details
TOEFL: Required ');

Tuition & Fees

Financial support.

Financial award applicants must submit: FAFSA
Application deadlines for financial awards January 1
Types of financial support available Fellowships
Research Assistantships
Teaching Assistantships

Student Body

Race/ethnicity.

Hispanic/Latino 2.04%
Black or African American 0%
White or Caucasian 44%
American Indian or Alaska Native 0%
Asian 8.16%
Native Hawaiian or Pacific Islander 0%
Two or more races 0%
Unknown 18.37%
Focus of faculty research: Logic, epistemology, ethics/metaethics, philosophy of language, philosophy of law
Externally sponsored research expenditures last year: 0

Location & Contact

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  • Dana and David Dornsife College of Letters, Arts and Sciences
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    University of Southern California
   
  Jun 26, 2024  
USC Catalogue 2023-2024    
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 Requirement

Students 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.

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Phd 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 Reviews

Annual 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 Exam

The 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 Defense

The 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 Director

I study the psychosocial and cultural risk and protective factors for health-related behaviors across diverse populations.

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Doctor of Philosophy in Education

Doctor of Philosophy in Urban Education Policy Program

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 Overview

The 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 Benchmarks

In 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. 

Assistantship

As 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 Options

As 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 Outcomes

Our 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 Details

Degree awarded, estimated length, program cost.

Tuition and stipend funded by assistantship

Next Deadline

December 1, 2024

August 15, 2025

Class Times

Various times during the day, Monday through Friday

More in this program

Take the Next Step

The application for the program is currently closed and will reopen on August 1.

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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

  • Associate Professor of Education
  • Educational Psychology
  • Learning Analytics • EdTech & Generative AI • Digital Equity • Educational Data Science • Motivation & Self-Regulation

Dwuana  Bradley

Dwuana Bradley

  • Assistant Professor of Education
  • Higher Education
  • Critical Education Policy • Higher Ed • K–12

Patricia  Burch

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

  • 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

  • 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
  • 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
  • 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

  • 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

  • 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
  • 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
  • Associate Professor & Director
  • Racial Equity • Education Access • Student Success • Education Policy • Carcerality in Education • Foster Care • Juvenile Justice

Adrianna  Kezar

  • 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

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

  • Higher Education • Finance • Affirmative Action • Community Colleges • College trajectories of students of color, Program Evaluation

Harry  O'Neil

Harry O'Neil

Erika A. Patall

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

  • 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

  • K-12 Education Policy • Curriculum • Standards-based Reform • Assessment Policy • Alignment • Survey Research • Quantitative Methods • COVID and Education

Julie R. Posselt

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)

Gale M. Sinatra

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

  • 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 Students

Our 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

Jacob  Alonso

Jacob Alonso

Gloria C. Anglón

Gloria C. Anglón

Jessica Leila  Carranza

Jessica Leila Carranza

Isabel  Clay

Isabel Clay

Margaret  Dawson-Amoah Miss

Margaret Dawson-Amoah, Miss

Kirsten  Elliott

Kirsten Elliott

Michael  Fienberg

Michael Fienberg

Emily  Gonzalez

Emily Gonzalez

Jennifer  Gribben

Jennifer Gribben

Keena  Jones

Keena Jones

Laurel  Kruke

Laurel Kruke

Diane  Lee

Jingxian Li

Edgar Fidel Lopez

Edgar Fidel Lopez

Andrea Jackelyn Macias

Andrea Jackelyn Macias

Milie  Majumder

Milie Majumder

Alvin  Makori

Alvin Makori

Saba  Modaressi

Saba Modaressi

Elizabeth (Liddy) Morris

Elizabeth (Liddy) Morris

Desiree  O'Neal

Desiree O'Neal

Salomé  Otero

Salomé Otero

Glenda  Palacios Quejada

Glenda Palacios Quejada

Nicolas  Pardo

Nicolas Pardo

Sarah  Rabovsky

Sarah Rabovsky

Maritza E.  Salazar

Maritza E. Salazar

Jake  Scollan-Rowley

Jake Scollan-Rowley

Shelby Leigh Smith

Shelby Leigh Smith

Tong  Tong

Gabriela Torres

Natsumi  Ueda

Natsumi Ueda

Akunna Faith Uka

Akunna Faith Uka

Amanda  Vite

Amanda Vite

Elif Asli Yucel

Elif Asli Yucel

Yanyan  Zong

Yanyan Zong

From our alumni.

Federick Ngo

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

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

The training and mentorship I received at Rossier prepared me well for a tenure-track faculty position.

Daniel J. Almeida, PhD ’16

News and Insights

June 18, 2024

CAC Decision Day Cabrillo High

USC CAC advisers celebrate Decision Day with Cabrillo High School students in Long Beach

Near-peer advisers met with students to unlock college potential.

June 10, 2024

Geni Cobb, EDL online alumni from Class of 2024.

First-Generation Online Student Looks to ‘Push Envelope’ for Representation in Higher Ed

“If I can [help others] be in

EdTech Intel

USC EdTech Accelerator collaborates with Intel

Focus will be on developing efficacious AI solutions that improve learning outcomes with an emphasis on supporting marginalized communities.

Featured Faculty

EdTech

USC Rossier EdTech Accelerator and the Institute for the Future of Education at Tecnológico de Monterrey sign a memorandum of understanding to catalyze edtech innovation

Partnership to catalyze transnational edtech innovation.

June 5, 2024

Summer Reading 2024

USC Rossier faculty share their summer 2024 reading recommendations

A guide for anyone looking to read this summer.

  • Theodore R. Burnes
  • Gregory Franklin
  • Pedro Noguera
  • Atheneus Ocampo
  • Jerome A. Lucido
  • Helena Seli

Featured Research Centers

Pullias 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 Technology

Established 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 Education

The 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 Justice

Established 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 Center

Established 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 Hub

Public 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 Romer

Laura Romero

Director, PhD Program

Alex Atashi

Alex Hazard

Assistant Director, PhD Program

Student taking notes

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Privacy Policy: USC Rossier School of Education will never share or sell your personal information.

Related Programs

Educational leadership.

Doctor of Education (EdD)

Educational Leadership (online)

Global executive.

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Doctor of Philosophy (Ph.D.) in Biomedical Engineering

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 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 Beyond

If 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.

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Research Opportunities

Please check out our research page for our faculty laboratory websites..

Published on February 1st, 2017

Last updated on August 7th, 2023

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Fall 2024 On-Campus MSW Application FINAL Deadline: July 16, 2024

USC PhD students

PhD Current Student Bios

2024 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.

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Ph.D. Milestones for Computer Science Students

The 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 Exam

Students 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 Presentation

Information 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

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  1. Our Graduate Program

    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 ...

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    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 ...

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  23. PhD Milestones

    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:

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