USC Rossier School of Education

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Student Cheryl Tan ‘19 prepares to attend class. Photo by Brian Morri.

The USC Rossier School of Education is one of the world’s premier schools of education. It is committed to preparing teachers, researchers, counselors, administrators and curricular specialists for leadership positions.

The mission of the USC Rossier School of Education is to prepare leaders to achieve educational equity through practice, research and policy. We work to improve learning opportunities and outcomes in urban settings and to address disparities that affect historically marginalized groups. We teach our students to value and respect the cultural context of the communities in which they work and to interrogate the systems of power that shape policies and practices. Through innovative thinking and research, we strive to solve the most intractable educational problems.

Our vision is a world where every student, regardless of personal circumstance, is able to learn and succeed. We believe that USC Rossier, as a top-tier research institution, has the responsibility and the ability to train the education leaders and to develop the innovative practices inclusive of equity and access that will help realize this vision.

The USC Rossier School of Education is committed to our four academic themes of leadership, diversity, learning and accountability that guide all academic, research and service efforts within our school.

The USC Rossier Commitment

At USC Rossier, we stand by our students and graduates. From our classrooms to your career, our commitment to your success is unwavering. We prepare our graduates to be change agents, and equip them with the critical thinking and problem-solving skills necessary to assess challenges and implement creative solutions. If at any point in your career you’re faced with an issue in which you could benefit from the professional guidance of our expert faculty, we encourage you to take advantage of the USC Rossier Commitment. A dedicated team of faculty members will work with you to identify the issue and develop a strategic plan of action to facilitate your success.

USC Rossier School of Education
Waite Phillips Hall 301
(213) 740-0224

info@rossier.usc.edu

Administration

Karen Symms Gallagher, PhD, Dean, holder of the Emery Stoops and Joyce King Stoops Dean’s Chair in Education

Jerome Lucido, PhD, Associate Dean for Strategic Enrollment Services

Lawrence O. Picus, PhD, Associate Dean for Research and Faculty Affairs; Richard T. Cooper and Mary Catherine Cooper Chair in Public School Administration

Darline Robles, PhD, Associate Dean of Equity and Inclusion

Kathy Stowe, EdD, Associate Dean for Academic Programs

Carla Wohl, Associate Dean for External Relations

Teri Adams, Assistant Dean of Administration and Finance

Kate O’Connor, Assistant Dean for Professional Development

Faculty

Emery Stoops and Joyce King Stoops Dean’s Chair in Education: Karen Symms Gallagher, PhD

Richard T. Cooper and Mary Catherine Cooper Chair in Public School Administration: Lawrence O. Picus, PhD

Katzman/Ernst Chair in Educational Entrepreneurship, Technology and Innovation: Alan Arkatov

Irving R. and Virginia Archer Melbo Chair in Educational Administration: Rudy Castruita, EdD

Clifford H. and Betty C. Allen Professorship in Urban Education: Shaun R. Harper, PhD

Stephen H. Crocker Professor of Education: Gale M. Sinatra, PhD

Dean’s Professorship in Educational Equity: Estela Bensimon, EdD

Dean’s Professorship in Higher Education Leadership: Adrianna Kezar, PhD

Leslie Wilbur and Norma Lash Wilbur-Evelyn Kieffer Professor of Higher Education, University Professor: William G. Tierney, PhD

Professors: Estela Mara Bensimon, EdD; Karen Symms Gallagher, PhD; Shaun R. Harper, PhD; Mary Helen Immordino-Yang, EdD; Henry Jenkins, PhD (Annenberg); Adrianna Kezar, PhD; Franklin Manis, PhD (Dornsife); Harold F. O’Neil Jr., PhD; Daphna Oyserman, PhD (Dornsife); Gary Painter, PhD (Price); Lawrence O. Picus, PhD; Julie Ann Marsh, PhD; Gale Sinatra, PhD; John B. Slaughter, PhD

Associate Professors: Patricia Burch, PhD; Darnell Cole, PhD; Tatiana Melguizo, PhD; Erika A. Patall, PhD; Morgan Polikoff, PhD; Julie Posselt, PhD; David Schwartz, PhD (Dornsife); Brendesha Tynes, PhD

Assistant Professors: Stephen Aguilar, PhD; Yasemin Copur-Gencturk, PhD; Adrian Huerta, PhD; Adam Kho, PhD; David Quinn, EdD

Professors of Clinical Education: Mary Andres, PsyD; Rudy Castruita, EdD; Ruth Chung, PhD; Ginger Clark, PhD; Michael Escalante, EdD; Robert Filback, PhD; Frederick W. Freking, PhD; Raymond John Gallagher, PhD; Kimberly Hirabayashi, PhD; Sandra N. Kaplan, EdD; Anthony B. Maddox, PhD; Azad Madni, PhD (Viterbi); Tracy Poon Tambascia, EdD; Eugenia Mora-Flores, EdD; Maria Ott, EdD; Margo Pensavalle, EdD; Mark Power Robison, PhD; Darline Robles, PhD; Julie Slayton, JD, PhD; Kathy Stowe, EdD; Adlai Wertman, MBA (Marshall); Kenneth Yates, EdD

Associate Professors of Clinical Education: Shafiqa Ahmadi, JD; Paula Carbone, PhD; Jenifer Crawford, PhD; Alan G. Green, PhD; Angela Hasan, PhD; John Pascarella, PhD; Artineh Samkian, EdD; Helena Seli, PhD; Patricia Tobey, PhD

Associate Professor of Practice: Brandi Jones, EdD (Viterbi)

Assistant Professors of Clinical Education: Yajaira Curiel, PhD; Charles Davis, PhD; Briana Hinga, PhD; Cathy Krop, PhD; Akilah Lyons-Moore, EdD

Teaching Professors of Clinical Education: Bryant Adibe, MD; Courtney Malloy, PhD

Associate (Teaching) Professors of Clinical Education: Monique Datta, EdD; Kimberly Ferrario, PhD; Corinne Hyde, EdD; Emmy Min, PhD; Marsha Riggio, PhD

Assistant (Teaching) Professors of Clinical Education: Stephanie Dewing, EdD; Adrian Donato, EdD; Derisa Grant, PhD; Ekaterina Moore, PhD; Jennifer Phillips, DLS; Rufus Tony Spann, PhD

Professor of Practice: Jerome Lucido, PhD

Associate Research Professor: Zoë Corwin, PhD

Senior Lecturer: Kate O’Connor, PhD

Senior Fellow: Douglas Lynch, PhD

Executives in Residence: Donald Hossler, PhD; N Rao Machiraju, EdD

Emeritus Professors: Lloyd Armstrong, PhD; Earl Carnes, PhD; Richard Clark, EdD; Myron H. Dembo, PhD; Mike Diamond, PhD (Marshall); Robert Ferris, EdD; Mabel E. Hayes, PhD; Edward J. Kazlauskas, PhD; Frederick Knirk, EdD; Steven Krashen, PhD; Johanna K. Lemlech, EdD; James Magary, PhD; Merle Marks, EdD; William G. Millington, EdD; William F. O’Neill, PhD; Donald E. Polkinghorne, PhD; William M. Rideout, Jr., PhD; Robert Rueda, PhD; Audrey J. Schwartz, EdD; Robert A. Smith, PhD; Eddie Williams, EdD; Kathleen Wulf, PhD

Emeritus Professors of Clinical Education: Reynaldo Baca, PhD; Stuart E. Gothold, EdD; Dennis Hocevar, PhD; Julietta Shakhbagova, PhD; Sylvia Rousseau, EdD; Melora Sundt, PhD

Emeritus Professor of Clinical Psychology: Rodney K. Goodyear, PhD

Stoops Dean and Cooper Chair Emeritus: Guilbert C. Hentschke, PhD

Emeritus Associate Professor of Clinical Education: William Maxwell, PhD

Research Professor Emeritus of Education: Allen Munro, PhD

Degree and Minor Programs

The USC Rossier School of Education offers the following degree programs: Master of Arts, Teaching; Master of Arts, Teaching: Teaching English to Speakers of Other Languages; Master of Arts, Teaching: Teaching English to Speakers of Other Languages (World Masters in Language Teaching); Master of Education, Educational Counseling; Master of Education, Learning Design and Technology; Master of Education, Postsecondary Administration and Student Affairs; Master of Education, School Counseling; Master of Education, School Leadership; Master of Education, Enrollment Management and Policy; Master of Marriage and Family Therapy; Doctor of Philosophy, Urban Education Policy/Master of Public Policy (PhD/MPP); Educational Leadership (EdD); Global Executive (EdD); Organizational Change and Leadership (EdD); Global Executive (EdD); and Doctor of Philosophy (PhD) in Urban Education Policy.

The USC Rossier School of Education also offers minors in Education and Society, The Dynamics of Early Childhood, and Teaching English to Speakers of Other Languages (TESOL).

Graduate Degrees

Admission

Applicants for admission to graduate degree programs must have a bachelor’s degree or its equivalent from an accredited institution. Admission to graduate programs in the USC Rossier School of Education is highly selective and competitive. A grade point average of 3.0 (A = 4.0) is usually expected as well as letters of recommendation and personal statements. The Graduate Record Examinations (GRE) is accepted but not all programs require them. Specific prior degree, testing and recommendation requirements vary by program. For specific information on admission and application procedures, contact the Office of Admissions and Scholarship, (213) 740-0224 or info@rossier.usc.edu.

For more details on how to apply, please visit: rossier.usc.edu/admissions/

Satisfactory Academic Progress

Students must maintain a grade point average of 3.0 (A = 4.0) or better to stay in good academic standing. Consistent with USC’s overall policies for graduate students, factors other than satisfactory grades may also be taken into consideration in decisions regarding a student’s continuation in a graduate degree program. These factors include satisfactory performance in fieldwork or credentialing requirements, or meeting program-defined professional standards, which are communicated to students at the beginning of the program.

Students who do not earn or maintain a 3.0 (A = 4.0) grade point average in an academic term may be given an academic warning in the following term. Students may also be given an academic warning if they have not fulfilled non-GPA related requirements, as defined by their degree program. The academic warning provides notification that the student is subject to dismissal. A student who is not in good academic standing is subject to dismissal, and may be dismissed from a program whenever, in the judgment of the associate dean for academic programs and the program director of the program in question, it is unlikely that the student will successfully complete his or her program.

Time Limit for Degree Completion

The time limit for completing a master’s degree is five years. The time limit for completing a doctoral degree is eight years. For students who earned an applicable master’s degree within five years prior to admission to the doctorate, the time limit for completion is six years.

The time limit begins with the first course at USC applied toward a specified degree and ends the semester during which all requirements are met.

A primary consideration of the setting of time limits is the currency of the course work and research with respect to the date the degree is to be conferred. Equally important is the concern that the faculty members serving as advisers or committee members be available to the student for the duration of graduate studies at USC.

Occasionally a student finds it impossible to comply with prescribed time limits for completion of a degree. If a significant delay is likely to occur, the student must make arrangements in advance by petitioning for an extension of time. Such petitions will be considered when there is clear justification based on sound academic or critical personal reasons. An academic department may grant an extension of up to one year at a time for a maximum of two years.

Doctoral Degrees

The USC Rossier School of Education offers the Doctor of Philosophy in Urban Education Policy (PhD) and the Doctor of Education (EdD). Both doctoral degrees place strong emphasis on the acquisition of inquiry skills and on the collaborative and interdisciplinary study of issues mutually engaging to both students and the USC Rossier School of Education faculty members. Both degrees emphasize the acquisition of appropriate research and inquiry skills, but the application of these skills is expected to differ. The EdD student is trained to use inquiry skills to solve contemporary problems, while the PhD student is trained to contribute to the general and theoretical knowledge about educational issues. The EdD is administered by the USC Rossier School of Education; the PhD is administered by the Graduate School.

PhD students must also consult The Graduate School  section of this catalogue for regulations and requirements pertaining to the degree.

Credential Programs

A credential is a license issued by the California Commission on Teacher Credentialing (CCTC) to persons wishing to legally teach or perform certain other professional services in California’s public schools. USC is one of several institutions authorized to recommend qualified persons to the CCTC for receipt of credentials.

There are two categories of credentials offered in the USC Rossier School of Education: teaching and service. Requirements for these credentials may be obtained by calling the appropriate phone number listed below. Credential requirements may change due to state law. Students are advised to consult periodically with the USC Rossier School of Education Credential office or the California Commission on Teacher Credentialing (CCTC) ctc.ca.gov/ for current credential requirements.

Teaching Credentials

California has a two-tier credential structure. A five-year Preliminary Credential is the first credential issued after an individual meets basic credential requirements. Upon successful completion of the MAT program candidates are recommended for a Preliminary Credential. Internships and Induction programs that lead to Clear Credentials can be satisfied under the purview of your district of employment. All Preliminary Credentials from the MAT include the English Language Learner Authorization (previously known as a CLAD certificate) and authorization of specialized use of technology in educational settings as mandated by the State of California.

Multiple Subject Teaching (MST) authorizes the holder to teach in a self-contained classroom such as the classrooms in most elementary schools. A teacher authorized for multiple subject instruction may be assigned to teach in any self-contained classroom (preschool, grades K–12 or many subjects within a self-contained classroom). This classroom situation is generally found in preschool and elementary grades or in classes organized primarily for adults. In addition, the holder of a Multiple Subject Teaching Credential may serve in a core or team teaching setting.

Single Subject Teaching (SST) authorizes the holder to teach a specific subject(s) named on the credential in departmentalized classes such as those in most middle schools academic area. This classroom situation is generally found in middle and senior high schools. A teacher authorized for single subject instruction may be assigned to teach any subject on his or her authorized fields at any grade level: preschool, grades K–12 or in classes organized primarily for adults.

Education Specialist Credential (ES) authorizes the holder to conduct Educational Assessments related to student’s access to the academic core curriculum and progress toward meeting instructional academic goals, provide instruction and Special Education Support to individuals in the area of specialization listed on the credential. Currently the ES curriculum in the MAT program prepares candidates to work with students who have Mild/Moderate Disabilities (M/M). This preliminary ES credential will also include the state mandated additional autism authorization, which authorizes candidates to provide instructional services to students with autism within the M/M specialty area setting.

All Preliminary Credential teacher candidates must meet the following requirements in order to be recommended/endorsed for a teaching credential: Basic Skills Competency, Content Subject Matter Competency, successful completion of all MAT course work (including Healthy Environments Assessment), evidence of successful completion and passing of a TPA (Teaching Performance Assessment)-the USC MAT program uses the EdTPA, U.S. Constitution requirement, and verification of training in cardiopulmonary resuscitation (CPR) that covers infant, child and adult CPR skills according to the American Heart Association (AHA) and/or the American Red Cross (ARC).

Teacher certification rules and requirements vary greatly by state. Completion of a CCTC-approved program does not guarantee certification or licensure in another state. Prospective teacher candidates are strongly advised to learn about their state’s requirements. The USC Credential Office will provide support and program verification information as appropriate and necessary during the direct licensure application process to states outside of California. See online.usc.edu/state-disclosures/.

For inquiries, contact the MAT@USC office at (213) 743-2127.

Services Credentials

The Administrative Services Credential authorizes the holder to provide a variety of services in grades 12 and below, including preschool, and in classes organized primarily for adults. USC recommends candidates for the Preliminary Administrative Services Credential. This credential is offered through the School Leadership Academy. For more information please contact professional.development@rossier.usc.edu.

The Clear Pupil Personnel Services Credential:

Candidates for both the Master’s Degree in Educational Counseling and the Master’s Degree in Marriage and Family Therapy have the option to earn a Clear Pupil Personnel Services Credential, which authorizes the holder to provide the following services:

• School Counseling authorizes the holder to perform the following duties in a K-12 environment: develop, plan, implement, and evaluate a school counseling and guidance program that includes academic, career, personal, and social development; advocate for the high academic achievement and social development of all students; provide schoolwide prevention and intervention strategies and counseling services; provide consultation, training, and staff development to teachers and parents regarding students’ needs; and, supervise a district-approved advisory program as described in California Education Code, Section 49600.

Candidates in the Master’s Degree in Social Work program have the option to earn a Clear Pupil Personnel Services Credential, which authorizes the holder to provide both of the following services:

• School Child Welfare and Attendance in grades 12 and below, including preschool, and in programs organized primarily for adults: access appropriate services from both public and private providers, including law enforcement and social services; provide staff development to school personnel regarding state and federal laws pertaining to due process and child welfare and attendance laws; address school policies and procedures that inhibit academic success; implement strategies to improve student attendance; participate in school-wide reform efforts; and promote understanding and appreciation of those factors that affect the attendance of culturally diverse student populations.
• School Social Work in grades 12 and below, including preschool, and in programs organized primarily for adults: assess home, school, personal and community factors that may affect a student’s learning; identify and provide intervention strategies for children and their families, including counseling, case management, and crisis intervention; consult with teachers, administrators and other school staff regarding social and emotional needs of students; and coordinate family, school and community resources on behalf of students.

For inquiries, contact the USC Suzanne Dworak-Peck School of Social Work at 1.877.700.4MSW (1.877.700.4679)

Special Programs

Professional Development

The Office for Professional Development offers a variety of credential, non-degree and certificate programs for aspiring and current professional educators and administrators in both fully customized and open enrollment programs.  

Areas of expertise include English Language Development; Literacy; Differentiated Curriculum; Gifted Education; School Site Leadership Development; School District Leadership and School Business Management. 

Certificate programs are offered in online, face-to-face, and blended formats and include: 

• Reading and Literacy Added Authorization Program 
• Differentiated Curriculum for Gifted Students Certificate Program 
• School Business Management Certificate Program 
• Equity Educators Certificate 
• AASA-USC Urban Superintendents Academy
• School Leadership Academy: Preliminary Administrative Credential.

Professional Development also offers the annual in-person:

• Summer Gifted Institute and Teacher Demonstration School 

New program launching includes USC California Teacher Induction Program. Designed with a personalized coaching model approach, this two-year job embedded online program will focus on developing novice teachers’ expertise in the teaching and learning process. A one-year Early Completion Option (ECO) is also available for those who meet the criteria.  

The office also offers national programs customized specifically for districts, including personalized coaching, classroom demonstration lessons, curriculum instruction and consultation responding to standards (Common Core, NGSS, ELD, VAPA) and International Teacher Training Institutes customized for student teachers, faculty, administrators and scholars seeking immersion in an American education environment. Many of our professional development programs offer Continuing Education Units (CEUs) upon successful completion.

For further information, contact the Office for Professional Development at (213) 740-8536. You can also visit rossier.usc.edu/programs/pd/.

Programs

• Education and Society Minor
• Teaching English to Speakers of Other Languages (TESOL) Minor
• The Dynamics of Early Childhood Minor

• Alternative Certification Master of Arts in Teaching, Multiple Subject
• Alternative Certification Master of Arts in Teaching, Single Subject
• Educational Counseling (MEd)
• Enrollment Management and Policy (MEd)
• Learning Design and Technology (MEd)
• Marriage and Family Therapy (MMFT)
• Multiple Subject (MAT)
• Postsecondary Administration and Student Affairs (MEd)
• School Counseling (MEd)
• School Leadership (MEd)
• Single Subject (MAT)
• Teaching English to Speakers of Other Languages (World Masters in Language Teaching) (MAT)
• Teaching, Teaching English to Speakers of Other Languages (MAT)

• Gifted Education Certificate
• Pupil Personnel Services Certificate
• Special Education Certificate
• STEM Education Certificate

• Urban Education Policy/Public Policy (PhD/MPP)

• Educational Leadership (EdD)
• Global Executive (EdD)
• Organizational Change and Leadership (EdD)
• Urban Education Policy (PhD)

Courses

• CTSE 593a Master’s Seminar
• CTSE 593b Master’s Seminar

• EDCO 030x The Process of Paraprofessional Counseling for Young Adults
• EDCO 324m Asian American Psychology
• EDCO 503 Ethical and Legal Issues in Counseling
• EDCO 504 Behavior Management in the Classroom
• EDCO 505 Counseling and Collaborative Consultation in the School Setting
• EDCO 506 Development, Administration and Evaluation of Pupil Personnel Services
• EDCO 541 Theories in Counseling
• EDCO 574 School Counseling Practicum
• EDCO 575 School Counseling Field Experience

• EDHP 500 Foundations of Higher, Adult, and Professional Education
• EDHP 502 Administration of Higher, Adult, and Professional Education
• EDHP 503 Curriculum, Teaching, and Learning in Higher, Adult, and Professional Education
• EDHP 551 Applied Educational Ethnography
• EDHP 552 The Politics of Difference
• EDHP 560 Feminist Theory
• EDHP 563 Student Affairs Work in College
• EDHP 565 Intervention Strategies in College Student Development
• EDHP 580 The Community College
• EDHP 587 Fieldwork in Higher, Adult, and Professional Education
• EDHP 593a Master’s Seminar
• EDHP 593b Master’s Seminar
• EDHP 594a Master’s Thesis
• EDHP 594b Master’s Thesis
• EDHP 594z Master’s Thesis
• EDHP 657 Leadership and Management in Student Affairs
• EDHP 679 Legal Issues in the Administration of Higher Education
• EDHP 687 Student Development in Higher Education

• EDPA 308 Politics and American Education
• EDPA 612 Qualitative Methods in Educational Research

• EDPT 310 Parental Influences on Children’s Educational Development
• EDPT 502 Learning and Individual Differences
• EDPT 540 Introduction to Educational Measurement and Evaluation
• EDPT 550 Statistical Inference
• EDPT 570 Language and Cultural Diversity in Learning
• EDPT 576 Technology in Contemporary Education and Training
• EDPT 642 Measurement Theory
• EDPT 652 Multiple Regression
• EDPT 654 Multivariate Statistical Techniques
• EDPT 655 Advanced Research Methods in Education

• EDUC 140m Mind, Belief and Behavior: Learning in a Diverse World
• EDUC 200 Introduction to the Teaching Profession
• EDUC 204L Sociological Foundations of Education
• EDUC 205L Child Development and Learning in Schools
• EDUC 210 Breaking the Code of College Success
• EDUC 392 Undergraduate Research Methods
• EDUC 409 Foundations of Language Education
• EDUC 410 The Teaching of Reading and Writing
• EDUC 411 Foundation of TESOL
• EDUC 412 Instructional Methods in TESOL
• EDUC 413 Methods and Models of Instruction for Language Minority Students
• EDUC 415 Content to Pedagogy: Mathematics in the Elementary School
• EDUC 416 Content to Pedagogy: Art in the Elementary School
• EDUC 417 Content to Pedagogy: From Science Content to Science Curriculum
• EDUC 418 Content to Pedagogy: From Social Sciences to Social Studies
• EDUC 419 Content to Pedagogy: P.E. for Elementary Students
• EDUC 421 Global Issues: Impact on Educational Outcomes
• EDUC 422 Education for Social Change
• EDUC 423 Unrealized Promise and Hope for Education in 21st Century
• EDUC 424a Curriculum and Methods in Elementary Education
• EDUC 424b Curriculum and Methods in Elementary Education
• EDUC 425a Observation and Directed Teaching in Elementary Schools
• EDUC 425b Observation and Directed Teaching in Elementary Schools
• EDUC 426 Educational Inquiry
• EDUC 427 Vectors that Influence Early Childhood Development
• EDUC 428 The Effects of Curriculum and Institution on Early Childhood
• EDUC 429 Early Childhood and Contemporary Society
• EDUC 430 Early Childhood: Action Research Focus
• EDUC 431 Education Policy in the United States
• EDUC 432 Inequality in Education
• EDUC 490x Directed Research
• EDUC 499 Special Topics
• EDUC 500 The Counseling Process
• EDUC 501 Instruction for Teaching English as a New Language
• EDUC 503 Learning and Motivation
• EDUC 504 Foundations of Literacy Development and Instruction
• EDUC 505 Integrating Literacy in Secondary Content Instruction
• EDUC 506 New Media Literacies in High Needs Schools
• EDUC 507 Professional Identity, Law and Ethics for Counselors
• EDUC 508 Creating Communities of Interest
• EDUC 510 Theories of Language Learning and Teaching
• EDUC 511 Introduction to Counseling
• EDUC 512 Reading and Writing Methods for Secondary Teaching
• EDUC 514 School Counseling Seminar
• EDUC 515 Theories of Marriage and Family Therapy
• EDUC 516 Framing the Social Context of High Needs Schools
• EDUC 518 Application of Theories of Learning to Classroom Practice
• EDUC 520 Counseling for College and Career Readiness I
• EDUC 521 Assessment and Instruction for Diverse Language Learners
• EDUC 522 Challenges in Urban Education: Accountability
• EDUC 523 Challenges in Urban Education: Diversity
• EDUC 524 Challenges in Urban Education: Leadership
• EDUC 525 Challenges in Urban Education: Learning
• EDUC 527 Assessment in the Language Classroom
• EDUC 528 Course Proposal Project
• EDUC 529 Political and Academic Issues Affecting Gifted Students
• EDUC 530 Differentiated Curriculum and Pedagogy for Gifted Students
• EDUC 531 Student Disability Issues in Higher Education
• EDUC 532 Inquiry Methods I
• EDUC 533 School Leadership: Theory and Practice