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Doctor of Education in Educational Leadership online

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Online Graduate Programs From USC Rossier School of Education

USC Rossier offers online graduate programs for aspiring educators and organizational leaders who are ready to take the next step in their careers. Discover which online program meets your career goals.

Master of Arts in Teaching online

The MAT online program is designed for aspiring teachers who want to meet the unique needs of students in 21st-century classrooms. The program includes the option to earn a Special Education credential or a Gifted Education certificate and can be completed in as little as one year. This program also prepares candidates to pursue their teaching credential.

Master of Arts in Teaching – Teaching English to Speakers of Other Languages online

The MAT – TESOL online program allows current and aspiring educators to work with students whose native language is not English. Graduates emerge from the program prepared to work in a range of settings, both in the United States and abroad. The program can be completed in as little as one year.

Master of Education in School Counseling online

The Master of Education in School Counseling online (SC online) program prepares educators to make a difference in the lives of students as K–12 school counselors. The curriculum explores holistic approaches to school counseling and considers the socio-emotional factors that contribute to academic success. The program also prepares students to pursue their credential as a school counselor.

Doctor of Education in Organizational Change and Leadership online

The EdD in Organizational Change and Leadership online (OCL online) is a doctoral-level program for current leaders who wish to lead change in their organizations. Coursework explores strategies for driving systemic change that has a lasting positive effect on individuals and organizations. The OCL online program can be completed while working full time, and applicants are not required to have a master’s degree.

The Master of Education in Learning Design and Technology online (LDT online) program prepares students for careers in educational program design, online learning, corporate training, performance assessment, instructional design and evaluation, and educational program management. Students in the program gain the skills to significantly improve learning and performance outcomes in their organizations.

The Master of Education in Enrollment Management and Policy online (EMP online) program prepares students to lead efforts in admission, enrollment, financial aid, orientation, student retention and strategic enrollment planning at colleges, universities and private preparatory schools. Students in the program learn from respected enrollment leaders in the field, and can complete the program while remaining fully employed.

The EdD in Educational Leadership online (EDL online) is for professionals who wish to lead high-performing schools or districts in K-12 settings. The program can be completed while working full time. Applicants are required to have a master’s degree, a minimum of three years of relevant work experience and leadership experience.

USC Rossier School of Education offers additional master’s and doctoral degree programs on campus.  Visit our website to learn more.

If you’re ready to take the next step in your career, apply to USC Rossier.

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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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Usc embraces online graduate education.

Nationwide, millions of students are trekking back to college classrooms this fall, but more students than ever are going back to school online. According to a report from The Sloan Consortium, the rate of growth in online enrollments is 10 times the rate of growth in all higher education.

At USC, roughly 4,800 graduate students are enrolled in accredited online master’s degree programs that span nine USC schools. Altogether, USC’s online education programs reach 5,500 remote students through graduate-level degree programs and executive and continuing education programs.

“USC faculty have embraced the potential of online graduate education and have eagerly explored and experimented with models that can engage learners and spark powerful ideas, fresh insights and new knowledge,” USC President C. L. Max Nikias wrote in a recent letter to the USC community. “As we continue to implement this online education model, we expect to double our enrollment and degree offerings within the next five years.

“Total annual revenues for online USC professional, graduate and continuing education programs are expected to reach $114.5 million this year — a figure that may be unprecedented for a top American research university,” he continued.

USC has been a pioneer in distance learning, beginning 40 years ago when the USC Viterbi School of Engineering used microwave technology to beam courses to engineers across Southern California. Last June, USC brought together years of innovation in graduate professional online education under one brand name: USCNow .

The university’s online education strategy adheres to the following priorities and principles:

1. USC’s focus is on master’s and graduate degree programs, along with executive and continuing education. It is at these levels that top research universities have a meaningful role to play in the online education revolution.

2. Online programs must preserve academic rigor, integrity and excellence above all other considerations. Technology must be used to facilitate and enhance, but never dilute, the intellectual encounter between and among faculty and students. The online curriculum must be as rigorous as the conventional curriculum.

3. Online degree programs will use USC’s normal admissions standards and charge regular tuition rates. Other universities are increasingly offering online courses for free, with scant concern for whether enrollees ever complete a course. Our goal, by contrast, is to ensure that the educational experience is reserved for only those students with the requisite interest and ability to meet our faculty’s high expectations.

4. While partnering with outside education entities, our faculty and schools will retain sole responsibility for ensuring academic quality. School and university curriculum faculty committees will directly assess the rigor of such programs, as they do with traditional on-campus graduate programs.

5. USC will not offer online degrees at the undergraduate level. This university does not intend to join the growing ranks of institutions that seek to franchise undergraduate education through the Internet or through smaller satellite campuses abroad.

The online offerings at USC include programs in the following schools:

Keck School of Medicine of USC In collaboration with the schools of dentistry and pharmacy, the Keck School offers an online Master of Academic Medicine program, which combines online coursework with annual on-campus face-to-face sessions for one week each March. In addition, students can earn online Master of Public Health degrees, a program designed for individuals interested in public health practice and policy.

USC Annenberg School for Communication and Journalism USC Annenberg welcomed its first cohort of students in the Master of Communication Management program last fall. In addition to having access to video and audio modules, students engage in interactive multimedia dialogues, including video-style conferencing with professors and fellow students.

USC Davis School of Gerontology The first school to offer a gerontology degree over the Internet, USC Davis currently offers five interactive, Web-based programs designed for professionals involved in the care of the elderly, including a Master of Arts, Master of Science and graduate-level certificate in gerontology, Master of Aging Services Management and Master of Long Term Care Administration.

USC Dornsife College of Letters, Arts and Sciences The school offers both a master’s degree program and a certificate program in Geographic Information Science and Technology.

USC Price School of Public Policy Launched last fall, the school’s online Master of Public Administration degree program, which can be completed in 24 months, uses video conferencing and Web-based discussions to provide a high level of interactivity between online students and faculty. It also offers an Executive Master of Health Administration online program for mid-career clinical and management professionals.

USC Rossier School of Education The school’s Master of Arts in Teaching — MAT@USC — program, which received the 2011 International Award for Innovative Practices in Higher Education in Washington, D.C., successfully places some 90 percent of its graduates in employment positions or advanced study.

USC School of Pharmacy Students can complete a certificate program or earn a Master of Science degree in regulatory science online.

USC School of Social Work Available nationally through the school’s Virtual Academic Center, the online Master of Social Work — MSW@USC — program includes 20 hours per week of supervised field instruction in the communities where students live and work. It currently boasts an enrollment of more than 1,000 students.

USC Viterbi School of Engineering The school was the forerunner of USC’s distance education programs that began in 1972. From its transition from microwave to satellite to online technology, the school now offers more than 40 master’s degree and graduate certificate programs through its Distance Education Network.

“In the next few years, we expect all 18 USC schools to offer robust online programs in master’s, executive and continuing education,” Nikias wrote. “We will support our faculty and students as they continue to experiment with new digital technologies and new educational paradigms — within classrooms, libraries, laboratories and online — to kindle and maintain a lifelong fire of learning within all of our current and future students.”

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USC Rossier researchers awarded $1M grant to advance criminal justice prevention research and practice

During Second Chance Month, USC Rossier professors are making meaningful contributions to criminal justice reform.

Today, the University of Southern California (USC) Rossier School of Education announced it has been awarded a $1 million grant to expand its criminal justice prevention research and practice efforts. The project is titled “Expanding Criminal Justice Reform Critical Policy Research: Ideating Research to Practice Strategies for System and Justice-Impacted Communities” and the USC Rossier project team will be led by associate professors Kendrick B. Davis (PI), Royel Johnson (Co-PI) and assistant professor Dwuana Bradley (Co-PI). This grant underscores USC Rossier's commitment to addressing inequities through innovative research, policy analysis and community engagement.

This new grant follows a 20-year project at USC that connected 30 researchers from 26 institutions to analyze over 9,000 public policies impacting those within the criminal justice system and at-risk youth. This new grant builds on the previous analysis by converting its findings into real-world policy prescriptions and applications for practitioners within this space.  

This announcement arrives during Second Chance Month , which has been observed every April since 2017 to build a criminal justice system that lives up to America’s foundational promise of new beginnings.

Over 70 million Americans have a criminal record. For them, jumpstarting their new beginning is often met with insurmountable barriers to obtaining housing, employment,  quality education and affordable health care. This issue does not impact the general population equally. National incarceration rates for Black Americans are six times higher than incarceration rates for White Americans. There are racial disparities baked into every facet of the American criminal justice system, which makes this research critically important to advancing equity within our nation.

“Our focus is clear: to change systems, inform policy, advance equity and positively impact lives. This initiative allows us to concentrate our research in the communities most harmed by ineffective and underperforming systems, positioning them as the experts of their experiences,” said Kendrick Davis.  

Grant Summary

This project advances criminal justice prevention through five key workstreams:

• Strengthening the Network : Enhancing the group of scholars in criminal justice prevention research to address global, national and regional needs for deflection and prevention-focused tools.
• Developing Innovative Research Methodologies : Creating stakeholder-driven research methods that are widely shared through academic and informal channels to bolster equity-focused criminal justice prevention research and practices.
• Enhancing Qualitative Research Capacity : Boosting the ability of direct service and non-profit organizations to conduct youth criminal justice prevention and deflection research.
• Improving Public Information Resources : Making solutions more accessible to the public, facilitating practical problem-solving for the target population.
• Bridging the Implementation Gap : Introducing practical, replicable reforms to reduce incarceration rates among marginalized populations.

This grant will result in an expanded research network that focuses on implementing the reforms necessary to improve outcomes for marginalized communities within the criminal justice system.

“Incarceration impacts lives, families and communities. As a group of scholars committed to dismantling inequities in our criminal justice system, this new grant will help us turn innovative research into specific policies and practices that can be implemented nationwide,” said Royel Johnson. “Our goal is to meaningfully contribute to criminal justice systems that see improved outcomes for historically marginalized populations.”

“One of the most beautiful elements of this project includes our aim to work with community partners and scholars across the country who have been doing good work in this specific area of practice and scholarship,” said Dwuana Bradley. “The grant will allow us to offer resources and facilitate community among those who already understand the important role of our educators and policymakers in disrupting the devasting impact of the criminal justice system. Doing this work within the community as we strive to meet the goals of this grant will be so important and make the project truly special,” Bradley concluded.  

About USC Rossier School of Education

USC Rossier School of Education prepares educational leaders to tackle inequities through research, policy, and practice. With a focus on urban settings and marginalized groups, USC Rossier emphasizes cultural context and innovative solutions to complex challenges.

Royel M. Johnson, PhD

• Associate Professor & Director

Dwuana Bradley

• Assistant Professor of Education

Kendrick Davis

• Associate Professor of Research

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New study finds that Black and Latinx youth online engagement can foster a positive sense of self

Building on data from a project led by USC Rossier professor Brendesha Tynes, Naila Smith is the lead author of a new research paper that examines how online spaces created by Black and Latinx youth benefit their ethnic-racial identity development.

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Yasemin Copur-Gencturk named Katzman/Ernst Chair for Educational Entrepreneurship, Technology and Innovation

As chair, Copur-Gencturk will work to address the underlying causes of inequity in the K–12 education system and create an environment that produces stronger educational outcomes for all.

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Areas Of Work Select Administrative Operations Auxiliary Services Faculty Human Resources Information Technology Keck Medicine of USC

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Let’s change the world together!

USC is a leading private research university located in Los Angeles – a global center for arts, technology and international business. As one of the city’s largest private employers, responsible for more than $8 billion annually in economic activity in the region, we offer the opportunity to work in a dynamic and diverse environment, in careers that span a broad spectrum of talents and skills across a variety of academic schools and units. As a USC employee, you will enjoy excellent benefits and perks , and you will be a member of the Trojan Family - the faculty, staff, students and alumni who make USC a great place to work. Think you’ve got what it takes to join us? We invite you to search our open positions and apply!

Online Programs Administrator

The mission of the USC Suzanne Dworak-Peck School of Social Work is to improve the well-being of vulnerable individuals and communities, advance social and economic justice, and eradicate pressing societal problems in complex and culturally diverse urban environments throughout Southern California, the nation, and the world. Our mission is achieved by providing students with experiential, practice, and competency-based learning, and culturally responsive training that is informed by evidence and best practices.

The USC Suzanne Dworak-Peck School of Social Work, Office of Academic Affairs is seeking an Online Programs Administrator.   

The Online Programs Administrator executes operations for multiple online/hybrid programs that offer the Master of Social Work (MSW), Master of Science in Nursing-Family Nurse Practitioner (MSN-FNP), Doctor of Social Work (DSW) and graduate certificate courses.  The Administrator fulfills operational and administrative functions including scheduling, evaluation, policy, and personnel administration.  The Administrator participates in the design of online programming, policies, and strategic planning efforts.

The Online Programs Administrator is a full-time position. Responsibilities include, but are not limited to:

• Execute operations related to the partnership with USC Online; measure performance of programmatic goals and proactively establish targets for improvement
• Partner with Director of Online Programs to collaborate with faculty program directors, as well as other leadership at the school to ensure program success
• Plan for and implement collaborative decision-making related to all operational and administrative components including curriculum, admissions and post-enrollment services as well as learning/instructional design, course development, faculty and staff engagement, quality assurance, and outcomes assessment.
• Participate in strategic planning for curriculum development
• Effectively coordinate and contribute to relationships across the school and university; support Director of Online Programs as the relationship manager for USC Online; assist with maintaining efficient operational processes
• Communicate with internal partners responsible for other operational areas associated with the program (e.g. marketing and technology)
• Build subject matter expertise for market space and curriculum for the school

Minimum Education:

• Bachelor’s degree or combined experience/education as a substitute for minimum education

Minimum Experience:

Preferred Qualifications:

• Master’s degree
• Demonstrated (5 years+) experience in administration for online graduate programs, preferably in social work or related disciplines.

Skilled in learning/instructional design, course development, faculty and staff engagement, quality assurance, and/or outcomes assessment.

The annual base salary range for this position is $82,791.57 - $93,000. When extending an offer of employment, the University of Southern California considers factors such as (but not limited to) the scope and responsibilities of the position, the candidate’s work experience, education/training, key skills, internal peer equity, federal, state and local laws, contractual stipulations, grant funding, as well as external market and organizational considerations.

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Below is a list of best universities in Russia ranked based on their research performance in Mechanical Engineering. A graph of 714K citations received by 136K academic papers made by 158 universities in Russia was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Mechanical Engineering

2. Tomsk State University

3. St. Petersburg State University

4. Bauman Moscow State Technical University

5. Ufa State Aviation Technical University

6. Peter the Great St.Petersburg Polytechnic University

7. Tomsk Polytechnic University

8. Ural Federal University

9. South Ural State University

10. National Research University Higher School of Economics

11. Moscow Aviation Institute

12. Novosibirsk State University

13. ITMO University

14. N.R.U. Moscow Power Engineering Institute

15. National Research Nuclear University MEPI

16. Kazan Federal University

17. National University of Science and Technology "MISIS"

18. Moscow Institute of Physics and Technology

19. Samara National Research University

20. Moscow State Technological University "Stankin"

21. Novosibirsk State Technical University

22. RUDN University

23. Southern Federal University

24. Saratov State University

25. Ufa State Petroleum Technological University

26. Samara State Technical University

27. Siberian Federal University

28. Kazan National Research Technical University named after A.N. Tupolev - KAI

29. Perm State Technical University

30. Omsk State Technical University

31. Saint Petersburg State Electrotechnical University

32. Moscow Polytech

33. Saint-Petersburg Mining University

34. Magnitogorsk State Technical University

35. Saratov State Technical University

36. Moscow State University of Railway Engineering

37. Lobachevsky State University of Nizhni Novgorod

38. Nizhny Novgorod State Technical University

39. Tula State University

40. Belgorod State Technological University

41. Far Eastern Federal University

42. Novgorod State University

43. belgorod state university.

44. Finance Academy under the Government of the Russian Federation

45. Moscow Medical Academy

46. Kazan State Technological University

47. Russian State University of Oil and Gas

48. siberian state aerospace university.

49. Tambov State Technical University

50. Voronezh State University

51. Siberian State Industrial University

52. Saint Petersburg State Institute of Technology

53. Kalashnikov Izhevsk State Technical University

54. St. Petersburg State University of Architecture and Civil Engineering

55. Mendeleev University of Chemical Technology of Russia

56. Murmansk State Technical University

57. South-Western State University

58. Ogarev Mordovia State University

59. Tomsk State University of Control Systems and Radioelectronics

60. south-russian state university of economics and service.

61. Perm State University

62. Kuzbass State Technical University

63. Russian National Research Medical University

64. Plekhanov Russian University of Economics

65. Ulyanovsk State Technical University

66. Ulyanovsk State University

67. Penza State University

68. Kuban State University of Technology

69. Polzunov Altai State Technical University

70. Chelyabinsk State University

71. Yaroslavl State University

72. University of Tyumen

73. National Research University of Electronic Technology

74. Leningrad State University

75. Moscow State Pedagogical University

76. Udmurt State University

77. Irkutsk State University

78. North-Eastern Federal University

79. Bashkir State University

80. Russian Presidential Academy of National Economy and Public Administration

81. Kuban State University

82. Kuban State Agricultural University

83. St. Petersburg State University of Aerospace Instrumentation

84. Kemerovo State University

85. Immanuel Kant Baltic Federal University

86. Orenburg State University

87. Baltic State Technical University "Voenmeh"

88. Tomsk State University of Architecture and Building

89. Chuvash State University

90. ivanovo state power university.

91. Irkutsk National Research Technical University

92. Orel State University

93. State University of Management

94. Tomsk State Pedagogical University

95. Volgograd State University

96. Petrozavodsk State University

97. Tver State University

98. Northern Arctic Federal University

99. Omsk State Transport University

100. Kaliningrad State Technical University

The best cities to study Mechanical Engineering in Russia based on the number of universities and their ranks are Moscow , Tomsk , Saint Petersburg , and Ufa .

Engineering subfields in Russia

Victor Mukhin

• Scientific Program

Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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Best Global Universities for Mechanical Engineering in Russia

These are the top universities in Russia for mechanical engineering, based on their reputation and research in the field. Read the methodology »

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Here are the best global universities for mechanical engineering in Russia

Tomsk polytechnic university.

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• # 74 in Best Universities for Mechanical Engineering
• # 879 in Best Global Universities  (tie)