2:30 -3:30 pm in WPH 201. She will engage us in discussion on navigating invisible racism in the classroom. Please RSVP.

The Rossier Centennial Lecture featuring John King will take placeNov. 14th at 12:00 pm in Bovard Auditorium. RSVP here.

Mary Helen Immordino-Yang received the International Mind, Brain and Education Society (IMBES) Award in recognition of outstanding service.

Eugenia Mora-Flores was awarded the Rossier Teaching Excellence Award for 2018.

Congratulations to the latest recipients of the Rossier Research Office Internal Research Grants:

• Arely Acuna: Undocumented Student Organizations:
  Navigating the Sociopolitical Context in Higher Education
• Jude Paul Dizon: Examining the Impact of Campus Security on Racial Climate for Black Undergraduate Men
• Joshua Schuschke: #RepresentationMatters: Constructing Black Academic Identities Through Popular and Social Media
• Marissiko Wheaton: Consciousness is Power: Asian Pacific Islander Desi American Critical Race Resistance

Internal Research Grants are still available. Please contact Deb Karpman, Assistant Dean for Research, at dkarpman@rossier.usc.edufor more information.

was recently awarded the following contracts ($330,000) for their USC College Advising Corps program to be implemented in high schools in 2018-19:

• Compton Unified School District ($180,000)
• Downey Unified School District ($60,000)
• West Covina Unified School District ($90,000)

Yasemin Copur-Gencturk and colleagues received a $2,168,584 grantfrom the National Science Foundation for their project “Usable Measures of Teacher Understanding: Exploring Diagnostic Models and Topic Analysis as Tools for Assessing Proportional Reasoning for Teaching.”

Yasemin Copur-Gencturk and colleagues from Viterbi received a $750,000 NSF award for the project “Immersive Virtual Learning for Worker-Robot Teamwork on Construction Sites.”

Jerry Lucido (CERPP), received $1.2 million in grants from the national College Advising Corps for the USC College Advising Corps program for 2018-19:

• College Advising Corps ($822,193)
• Panda Cares Foundation ($399,079)

Mary Helen Immordino-Yang’s project with the Intellectual Virtues Academy Charter School in Long Beach, CA. was funded by the Templeton Foundation. The project is entitled “An interdisciplinary study of adolescents’ development of intellectual virtues (IVs), and teachers’ IV-supporting pedagogical practices.” The total grant is $1,500,000.

Mary Helen Immordino-Yang and colleagues at ICT received $161,822 from Army Research Laboratories to  implement biometrics into a Templeton Foundation-funded study to promote adolescents’ intellectual virtue development in urban low-SES contexts.

Tatiana Meguizo (Pullias), along with Co-PIs at Claremont Graduate University and UCLA, received a $100,000 grant from College Futures Foundation to support the Math Pathways Project, a study to understand Los Angeles Unified School District (LAUSD) students’ course-taking experiences along their educational pathway from middle school into college, with the end goal to identify promising pathways or interventions that may lead to students’ success in college math.

Julie Posselt (Pullias), along with members of the Inclusive Graduate Education Network (IGEN) project team, received a $10 million grant from the National Science Foundation to achieve equity for underrepresented groups in doctoral degree attainment in physical sciences.

Julie Posselt (Pullias) and colleagues received a supplemental grant of $72,032 from the National Science Foundation for their project, “Deploying Holistic Admissions and Critical Support Structures to Increase Diversity and Retention of US Citizens in Physics Graduate Programs.” The goal of this supplement is to strengthen current NSF-funded projects related to physics graduate education by creating connections among them that confer mutual benefits.

Huerta, A., & Rios-Aguilar, C. (2018). Treat a cop like they are god: Exploring the relevance and utility of funds of gang knowledge among Latino male students. Urban Education.

Imazeki, J., Bruno, P., Levin, J., Brodziak de los Reyes, I., Atchison, D. (2018). Working Toward K-12 Funding Adequacy: California’s Current Policies and Funding Levels. Getting Down to Facts II, policy report. Stanford, CA: PACE.

Immordino-Yang, M. (2018). How People Learn II: Learners, contexts and cultures. National Academies of Sciences, Engineering, and Medicine’s Committee on the Science and Practice of Learning. National Academies Press, Washington, DC.

Immordino-Yang, M., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development: How emotional and social relationships drive learning.

The Aspen Institute National Commission on Social, Emotional, and Academic Development.

Johnson, R., Bruno, P., Tanner, S. (2018). Effects of the Local Control Funding Formula on Revenues, Expenditures, and Student Outcomes. Getting Down to Facts II, policy report. Stanford, CA: PACE.

Kezar, A. (2018). Scaling change in higher education: A guide for stakeholder groups. Washington, DC and Los Angeles, CA: Association of American Universities and Pullias Center for Higher Education.

Kezar, A. J., & Holcombe, E. M. (2018). Challenges of implementing integrated programs for underrepresented students in STEM: A study of the CSU STEM collaboratives.Educational Policy.

Koppich, J. E., Humphrey, D.C., Marsh, J. A., Polikoff, M., Willis, J. (2018). The Local Control Funding Formula After Four Years: What Do We Know?. Getting Down to Facts II, policy report. Stanford, CA: PACE.

Lucido, J., Hossler, D., Moulton, K., and Massa, B. (2018, October). A Professional Body of Knowledge for a Nascent Profession. SEM Quarterly, 6(3).

Marsh, J., Hall, M., Allbright, T., Tobben, L., Mulfinger, L., Kennedy, K., & Daramola, E.J. (2018) Taking stock of stakeholder engagement in California’ss Local Control Funding Formula: What we can learn from the past four years to guide next steps?. Getting Down to Facts II, policy report. Stanford, CA: PACE.

Yang, X., Pavarini, G., Schnall, S. & Immordino-Yang, M.H. (2018). Looking up to virtue: Averting gaze facilitates moral construals via posteromedial activations. Social Cognitive Affective Neuroscience.

The work of two Rossier faculty was featured on the USC News website:

• Yasemin Copur-Gencturk’s work on math teachers’ learning and
• Gale Sinatra’s partnership with La Brea Tarpits and the USC Institute for Creative Technologies to develop augmented reality experiences for learning.

Zoë B. Corwin (Pullias) gave two invited presentations, titled “Serving Communities Struggling with Digital Equity” and “Working with Teachers to Amplify College-Going Guidance,” at the 2018 National Association for College Admission Counseling (NACAC) National Conference in Salt Lake City.

Liane Hypolite and Marissiko M. Wheaton (Pullias) were selected as the Rossier representatives for ASHE’s Graduate Student Policy Seminar in Tampa, FL.

Mary Helen Immordino-Yang and colleagues on the National Academies of Sciences, Engineering, & Medicine committee on How People Learn II: Learners, Contexts, and Cultures published their consensus report.

Adrianna Kezar (Pullias) was quoted in The Washington Post about how more college professors are being called on to “help head off problems that can derail students.”

Adrianna Kezar (Pullias) gave a keynote talk titled “Change journey in higher education:  Successfully leading institutional transformation” at the American College Personnel Association’s Institute on the Curricular Approach in Chicago.

Michael Lanford was a featured presenter at the Foundation for Individual Rights in Education conference in Chicago.

Jerry Lucido (CERPP) was interviewed by the local NPR affiliate, KPCC, on a planned ACT/SAT validity study that the UC system intends to conduct this year.

Julie Marsh (CEPEG) gave an invited talk as part of the Education Policy Speaker Series at Michigan State University, entitled “Civic engagement in education reform: The case of the Local Control Funding Formula (LCFF)”.

Julie Marsh (CEPEG) presented “Getting Down to Facts II” to the Association of California School Administrators Leadership Assembly in Santa Ana.

Julie Marsh (CEPEG) presented “Taking stock of stakeholder engagement in California’s Local Control Funding Formula: What can we learn from the past four years to guide next steps?” at the PACE-EdSource Getting Down to Facts II Conference in Sacramento.

Julie Marsh (CEPEG) presented as part of the Getting Down to Facts II Panel at the California County Superintendents Educational Services Association General Membership Meeting in Redwood City.