Executive in Residence
Ed.D., University of Southern California

Concentration: Teacher Education

E-Mail: mescalan@usc.edu
Phone: (213) 740-3711

Curriculum Vitae & Publications

Dr. Michael Escalante joined the USC Rossier School of Education as Executive in Residence after more than three decades in public education. Most recently, he served as superintendent of Glendale Unified School District, where he oversaw approximately 27,000 students, a $280 million budget, and 31 K-12 schools in a diverse community. Under Escalante's leadership, the district saw student API scores rise year over year. Prior to that post, Escalante served as superintendent of Fullerton Joint Union High School District from 1997 to 2004. At Rossier, Escalante teaches doctoral courses, is involved in dissertation thematic groups, and participates in recruitment and conversion events for the Ed.D. program. He has an active role in the District Superintendent's Advisory Group (DSAG), consults with the MAT program, and serves as the liaison between the program and school districts.

Research Professor of Education
Executive Director, USC Center for Enrollment Research, Policy, and Practice
Special Advisor to the Provost
Ph.D., University of Arizona

Concentration: Higher Education
Expertise: Expert in college admissions and higher education access...additional information

E-Mail: jlucido@usc.edu
Phone: (213) 740-7576

Jerome A. "Jerry" Lucido is professor of research, executive director of the USC Center for Enrollment Research, Policy, and Practice, and Special Advisor to the Provost at the University of Southern California. His areas of expertise include college admissions, higher education access and enrollment management.

Dr. Lucido has played a leading role at the national level in initiatives to improve access for low-income and underrepresented students and to design and execute effective and principled college admission and enrollment management practices. Dr. Lucido has also been the chair and a national presenter for the College Board's Task Force on Admissions in the 21st Century, the Vice Chair of the Commission on Access, Admission, and Success in Higher Education, and a member of the Low Income Task Force.

From August 2006-July 2010, Dr. Lucido served as USC's Vice Provost for Enrollment Policy and Management, responsible for undergraduate and graduate admission, financial aid, academic records and registration, graduation rates initiatives, and enrollment policy. While Vice Provost, Dr. Lucido also served as a trustee of the College Board. Dr. Lucido came to USC from the University of North Carolina at Chapel Hill, where he guided enrollment planning and management, and oversaw the Offices of Undergraduate Admissions, Scholarships and Student Aid, and the University Registrar. Dr. Lucido holds a Ph.D. degree in higher education from the University of Arizona, a M.Ed. degree from Kent State University, and a B.S. degree in business administration from Miami University in Oxford, Ohio.

Senior Associate Dean for Student Affairs
Ed.D., University of California, Los Angeles

Concentration: Higher Education

Email: merriman@usc.edu
Bio: http://www.usc.edu/student-affairs/leadership/lynette_merriman.html

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Professor of Clinical Education
Ph.D., University of Southern California

Concentration: K-12 Education Policy
Expertise: Expert in urban education and program development...additional information

E-mail: dprobles@usc.edu
Phone: (213) 740-3537

Curriculum Vitae & Publications

Darline Robles, the former superintendent of Los Angeles County Office of Education, is a Professor of Clinical Education here at the USC Rossier School of. In addition to teaching in the school's doctoral and masters programs, Dr. Robles is responsible for the development of a new hybrid master's degree program in school leadership, to be delivered both online and on-campus. She leads the program development effort in conjunction with faculty, external organizations and experts. She is also an expert in the areas of urban education, program development and school leadership.

Dr. Robles was appointed County Superintendent of Schools in June 2002, and she led the nation's largest regional education service agency, serving 93 school districts and 55 joint power agencies that educate 1.7 million students from pre-kindergarten through community college, until her retirement in August 2010. She was the first woman and Latina to serve in the post. As superintendent, Dr. Robles focused on at-risk and special needs students in schools run by the Office of Education, and directed services to cash-strapped districts, particularly those with low-performing schools. She also led a reorganization of the Office's highly lauded Head Start preschool program. Dr. Robles and her co-authors, Dr. Ott and Dr. Franco wrote and published "A Culturally Proficient Society Begins in School: Leadership for Equity" in 2011 by Corwin Press.

Prior to this position, Robles served as Superintendent of Schools for Salt Lake City School District where she was successful in closing the achievement gap and significantly reducing the dropout rate, and as Superintendent of Schools for Montebello Unified School. In October 2009 and 2011, Dr. Robles was named one of the nation's top 100 influential Hispanic Americans by Hispanic Business magazine and in March 2010 was a "Women of the Year" recipient by the L.A. County Commission for Women. Dr. Robles is committed to public service and serves on many local and national boards. She was named to the President's Advisory Commission on Educational Excellence for Hispanics. Dr. Robles received her Ph.D. in Education Policy and Administration from the University of Southern California, her M.A. in Education from the Claremont Graduate School, her B.A. in History from California State University, Los Angeles and her A.A. in History from East Los Angeles College.

Clinical Assistant Professor of Education

Curriculum Vitae & Publications

Provost's Professor of Communication, Cinematic Arts, Education, and Journalism
Ph.D.; University of Wisconsin - Madison

Concentration: Education Psychology
Expertise: Media Literacy, Criticism, Networks, Popular Culture, Public Culture...additional information
E-Mail: hjenkins@usc.edu
Phone: (213) 740-9727
Bio: http://annenberg.usc.edu/Faculty/Communication%20and%20Journalism/JenkinsH.aspx

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Professor of Education
Ph.D. University of Massachusetts, Amherst

Concentration: Education Psychology
Expertise: Learning Theory, Knowledge Construction, Conceptual Change Learning, Literacy Acquisition, Assessment, and Comprehension...additional information

Email: gsinatra@usc.edu
Phone: (213) 740-1622

Curriculum Vitae & Publications

Dr. Gale Sinatra is a Professor of Education at Rossier. Her areas of expertise include climate science education, evolution education, learning theory, knowledge construction, conceptual change learning, literacy acquisition, assessment, public understanding of science and illiteracy.

Her recent research focuses on understanding the cognitive and motivational processes that lead to successful learning in science. Specifically, Sinatra focuses on the role of motivation and emotion in teaching and learning about controversial topics, such as biological evolution and climate change. Sinatra developed a model of conceptual change learning, which describes how motivational factors contribute to the likelihood that individuals will change their thinking about a scientific topic. She recently served as Co-PI on National Science Foundation grant, which resulted in a co-edited volume published by Oxford University Press entitled, Evolution Challenges: Integrating research and practice in teaching and learning about evolution.

She comes from her previous appointment as Professor of Educational Psychology at the University of Nevada, Las Vegas, where she served on the faculty since 2000. Sinatra received her B.S., M.S. and Ph.D. in Psychology from the University of Massachusetts, Amherst. Sinatra is the past Editor of the American Psychological Association (APA) Division 15 journal, Educational Psychologist. She recently served as Vice President of the American Educational Research Association (AERA) Division C, Learning and Instruction, and a Fellow of both APA and AERA.

Associate Professor of Educational Psychology
Ph.D., UCLA

Concentration: Educational Psychology
Expertise: Social media, cyberbullying, racial discrimination, identity, adolescent development in urban schools and online contexts.
Awards: 2012 AERA Early Career Contribution Award- Committee on Scholars of Color, Diverse Magazine's Top Emerging Scholars under 40, Weintraub Faculty Prize for Innovation in the Use of Technology for Learning, YWCA Racial and Social Justice Award

Email: btynes@usc.edu

Brendesha Tynes is an associate professor of Educational Psychology at the USC Rossier School of Education. Her research focuses on the role of the internet in child and adolescent development with special attention to academic performance, including STEM, mental health and behavior. She is also interested in digital and media literacy interventions.

Dr. Tynes is principal investigator of a mixed-method, longitudinal study of online racial discrimination and the resources youth have to buffer the deleterious effects of online victimization on psychological, behavioral and academic outcomes. This study is funded by the National Institute of Child Health and Human Development and is guided by her integrative model of the effects of perceived online racial discrimination. This model draws on the research literature as well as risk and resilience frameworks. More specifically, it uses a protective factor model to explain the differential outcomes among adolescents exposed to similar risk levels. Although the internet may threaten social identity and adjustment, particularly for adolescents of color, individual (e.g. coping) and contextual (e.g. parental support) factors mitigate such risks. This grant is for $1.4 million and will be performed from 2010 to 2014. Dr. Tynes has published widely, including in the Journal of Applied Developmental Psychology, Cyberpsychology & Behavior, the Journal of Adolescent Health and Developmental Psychology. She has also been cited in numerous media outlets, including the New York Times, Newsweek and Woman's Day. She is the co-editor of the Handbook of African American Psychology and does workshops and presentations on adolescent development and social media, with a focus on urban youth. Dr. Tynes also teaches courses on digital and media literacy in high needs schools.

Dr. Tynes is a former high school history and global studies teacher. Before her current position at USC Rossier, Dr. Tynes held Assistant and Associate Professor positions in African American Studies, Educational Psychology and Psychology at the University of Illinois at Urbana-Champaign. She has also been a Research Fellow in the Department of Society, Human Development and Health at Harvard University. She earned a B.A. in History from Columbia University, a M.A. in Learning Sciences from Northwestern University and a Ph.D. in Psychological Studies in Education from UCLA. She is the 2012 recipient of the AERA Early Career Contribution Award- Committee on Scholars of Color, the Weintraub Faculty Prize for Innovation in the Use of Technology for Learning, the YWCA Racial and Social Justice Award, and among Diverse Magazine's Top Emerging Scholars under 40,. Dr. Tynes has also been awarded Ford Foundation Pre- and Postdoctoral Fellowshi ps and received a postdoctoral fellowship from the American Educational Research Association.

Professor of the Practice of Education
Ph.D., University of Illinois at Urbana-Champaign

Concentration: Teacher Education
Expertise: Teacher education for urban schools, situating special education within the larger framework of diversity in the reform of teacher education, inclusive teacher education, and dual licensure programs in teacher education...additional information

Email: pugach@usc.edu
Phone: (213) 821-3415

Curriculum Vitae & Publications

Dr. Marleen Pugach is Professor of the Practice of Education at Rossier. Her research and scholarship focus on teacher education for urban schools, preparing teachers for inclusive education, dual licensure programs in general and special education, and situating special education situated within the wider context of diversity in the reform of teacher education.

Dr. Pugach provides leadership to the collaborative research agenda at USC to study the unique, urban-focused MAT@USC teacher education program. Her other current projects are focused on the relationship between the preparation of general and special education teachers for urban schools. In a series of related studies, she is investigating how, as a policy response to the persistent low achievement of students who have disabilities, dual certification programs in teacher education are conceptualized in relationship to the full range of student diversity, rather than solely as a response to students who are identified as having disabilities.

Before joining the Rossier faculty, she served as professor in the School of Education at the University of Wisconsin-Milwaukee, where she directed the elementary/middle teacher education program for urban schools. From 2003-2011 she was co-principal investigator of the teacher education reform project Teachers for a New Era at the University of Wisconsin-Milwaukee, funded by the Carnegie Corporation of New York. She was a member of the American Educational Research Association's Panel on Research and Teacher Education, Studying Teacher Education, writing on the preparation of general education teachers for teaching students who have disabilities. She is an expert on collaboration in teacher education between general and special education. Dr. Pugach earned a BA in Art History from Mount Holyoke College, an MS in Education from USC, and a PhD in Teacher Education and Special Education from the University of Illinois at Urbana-Champaign. S he is the recipient of the Margaret Lindsey award for mid-career research from the American Association of Colleges for Teacher Education, the Merrill Award for Excellence in Teacher Education from The Teacher Education Division of the Council for Exceptional Children, the University of Wisconsin-Milwaukee Research Foundation Senior Faculty Award, and the Distinguished Alumni Award from the College of Education at the University of Illinois at Urbana-Champaign.

Concentration: Teacher Education

Christian W. Chun is Assistant Professor of Clinical Education in the MAT-TESOL program. He received his M.A. degree in TESOL at California State University, Los Angeles in 2005, and his Ph.D. in Second Language Education from the Ontario Institute for Studies in Education (OISE), the University of Toronto in 2010. His doctoral dissertation was shortlisted for the 2010 Christopher Brumfit Ph.D. Thesis Award for "significant and original contributions" to the field of language teaching and learning. His teaching and research address critical multiliteracies and social semiotic approaches to language and education. His work has been published in several leading peer-reviewed journals including Language Assessment Quarterly, Journal of Adolescent and Adult Literacy, and the Journal of English for Academic Purposes. He is currently working on a book manuscript, under signed contract with Multilingual Matters, that addresses language, p ower, and agency in an English for Academic Purposes classroom. His current research is examining linguistic landscapes in the context of public space and pedagogy.

Assistant Professor of Clinical Education
Ph.D., University of California, Los Angeles

Concentration: Teacher Education Expertise: Critical sociolinguistics and applied linguistics expert specializing in second language acquisition (SLA), language teaching, service-learning, and sociocultural investigations of race, gender, sexual, and social class identities in SLA.

E-Mail: anya@usc.edu

Dr. Uju Anya is Assistant Professor of Clinical Education in the Master of Arts in Teaching English to Speakers of Other Languages (TESOL) program. She specializes in critical sociolinguistics, applied linguistics, and SLA with particular focus on race, gender, sexual, and social class identities in the language classroom. She also has expertise in service-learning and civic engagement in secondary and university-level language pedagogy.

Presently, Dr. Anya is preparing a monograph on the critical analysis of discourses of language learner identities across transnational, multicultural, and multilingual borders. Her other research interests include applied linguistics as a practice of social justice; motivation and investment in second language learning; and the use of service and second language learning to build social capital, intercultural and political relationships among blacks and descendants of formerly enslaved Africans throughout the Americas. Dr. Anya's publications on second language learning include: "Languages, Identities, and Accents: Perspectives from the 2010 Linguistic Diversity Conference" and "Connecting with Communities of Learners and Speakers: Integrative Ideals, Experiences, and Motivations of Successful Black Second Language Learners." She served as co-editor of a special volume on language identities and diversity for the journal Issues in Applied Linguistics and translated from Portuguese to English a series of publications on race and blackness in Brazil for Latin American Perspectives.

Previously, Dr. Anya was a lecturer in applied linguistics, TESOL, Portuguese, and Spanish at UCLA, as well as visiting lecturer in Portuguese at Dartmouth College. She has taught English, Portuguese, and Spanish languages in K-12 schools, universities, adult community, and corporate programs in the United States, Europe, Asia, and South America. She has also trained language teachers in the U.S. and abroad in learning theories, instructional methodologies, and technologies of SLA. Dr. Anya received her Ph.D. in applied linguistics from UCLA, her M.A. in Brazilian studies from Brown University, and B.A. in Romance languages from Dartmouth College. She was the 2010-11 Thurgood Marshall Fellow at Dartmouth College. Other honors and awards include: a University of California Humanities Research Institute grant for collaborative writing; a UCLA Office of Instructional Development grant to design TESOL service-learning courses; the 2008 Centro Lati no for Literacy Manos Amigas Volunteer of the Year Award for service-learning activities benefiting new immigrants in Los Angeles; the Dartmouth College Reynolds Alumni Fellowship for International Research in Brazil; a Phillips Academy Andover Spanish Teaching Fellowship; and the John Sloan Dickey Foundation Fellowship for International Understanding to teach in Venezuela.

Research Assistant Professor
Ph.D., USC

Concentration: Higher Education
Expertise: Expert in sociology of education; college access; social media; qualitative methodologies.

E-Mail: zcorwin@usc.edu
Phone: (213) 740-0987

Curriculum Vitae & Publications

Zoe Corwin is a Research Assistant Professor for the Pullias Center for Higher Education. As a researcher with the Pullias Center, Dr. Corwin has conducted research on college preparation programs and access to financial aid for underserved students, college pathways for foster youth and the role of social media and games in postsecondary access and completion. Dr. Corwin teaches Applied Educational Ethnography with the Rossier School of Education.

She is co-editor of Preparing for College: Nine elements of effective outreach with SUNY Press and in addition to academic articles, has published several monographs designed for practitioners outlining effective college preparation strategies. Dr. Corwin currently directs the Collegeology Games project for the Pullias Center. The project capitalizes on game-based strategies and social media to engage students in college preparation, college application and financial aid processes.

Dr. Corwin held Haynes and Spencer Foundation dissertation fellowships while working on a qualitative study examining college access and persistence for youth in foster care. Previous to earning her Ph.D. in sociology from USC, Corwin taught middle and high school Spanish and global studies. Corwin holds an MA in Spanish from Saint Louis University in Madrid, a single subject secondary education credential & BCLAD certificate from the California State University, Northridge and a BA from the University of California, Los Angeles. She is a founding Board member of the New Los Angeles Charter Middle School.

Assistant (Teaching) Professor of Clinical Education
Ed.D., University of Pennsylvania; J.D., University of Connecticut School of Law

Concentration: Teacher Education
Expertise: Teacher education, educational leadership, online learning, high-needs educational environments, racial microaggressions in public schools, and school law.

E-Mail: eric.bernstein@usc.edu
Phone: (213) 438-9516

Curriculum Vitae & Publications

Eric Bernstein is an Assistant Professor of Clinical Education at the USC Rossier School of Education. Eric teaches courses in the Master of Arts in Teaching program.

Eric is currently involved in a research collaboration with the University of Pennsylvania Graduate School of Education focused on capturing the experiences of school leaders around problems of practice for the creation of scalable Peer-to-Peer Professional Development (P2P-PD) for education leadership practitioners. His other research and writing focuses of the schooling experiences of students from historically marginalized groups, qualitative methods of research in education, and contemporary legal issues in education.

Prior to his appointment at Rossier, Eric was the principal of two urban Connecticut high schools and served as an adjunct faculty member at the University of Hartford. Eric has also taught mathematics and social studies at the secondary level. Eric earned a J.D. with honors from the University of Connecticut School of Law, an Ed.D. in Educational and Organizational Leadership from the University of Pennsylvania, and a B.S. in Business Administration from the University of Connecticut.

Assistant (Teaching) Professor of Clinical Education
USC Rossier School of Education

Concentration: Higher Education

E-Mail: cbarton@usc.edu

Curriculum Vitae & Publications

Corey Barton is an Assistant (Teaching) Professor of Clinical Education in the Rossier School of Education. He teaches in the Master of Arts in Teaching and in the Master's of Education in Advanced Instruction programs. His areas of expertise include multicultural education, special education, supporting special populations, differentiation, literacy, curriculum, instruction, and assessment.

Dr. Barton's research interests include the foundations of education, comparative education, education policy implementation, special education, and the alignment of curriculum, instruction, and assessment.

Corey received his Doctor of Education in Educational Leadership from the USC Rossier School of Education. He earned a Master's of Education in Educational Foundations from the University of Hawaii at Manoa, a Multiple Subject Credential and Single Subject-Social Studies Credential with CLAD from California State University-East Bay, and a Bachelor of Arts in History from the University of San Francisco. He has worked as a classroom teaching in California and Hawaii, as a district resource teacher and District Educational Specialist for special education, and most recently, an Assistant Principal.