PhD in Gerontology Student Handbook

Welcome Letter

Welcome to the USC Leonard Davis School of Gerontology. I am pleased that you are joining our community, and am certain that you will find the PhD program challenging and rewarding. The program has been designed to provide you with the basic knowledge and research experience needed to address the complex issues and problems of an aging society.

The PhD program will provide you with the skills for securing an independent career in the field of aging. The USC Leonard Davis School of Gerontology and the USC Andrus Gerontology Center offer the opportunity to work closely with faculty on research and publications, participate in colloquia, present your research at meetings of national organizations, acquire teaching experience, learn from your fellow students, serve on policy and planning committees, and to develop your academic network through summer internships or research opportunities. Our experience suggests that the most successful students, those who become leaders in the field, take initiative and engage themselves broadly in these activities. 

This handbook has been written to help you move smoothly through the program. It will provide basic information about the curricula, policies, procedures, and the faculty. I hope that it will answer many questions, and I encourage you to keep it and refer to it often. Although revisions may be made to the program during your tenure, degree requirements as published in the University catalog for your year of program entry define your requirements until your graduation, and the catalog is the official document for these purposes. 

There are three offices that will be important in the administration of your educational program. I am the chair of the faculty committee for the PhD Program. My office is room 220C and my email is teich@usc.edu. The USC Leonard Davis School Student Services Office is located in Room 102; the phone number is (213) 740-5156. You will have regular contact with Student Services Advisor Jennifer Lobato (213-740-0870 or jlobato@usc.edu). The USC Graduate School is located in the Student Union (STU), Room 301. The phone number there is 213-740-9033. 

I wish you great success in this academic endeavor and look forward to getting to know you.

Teal Eich, PhD
Chair, PhD Committee
Assistant Professor of Gerontology
USC Leonard Davis School of Gerontology

Teal Eich, PhD, Chair of the PhD in Gerontology Program

Purposes of the Handbook

Graduate student success is the result of a collaborative effort among students working at their highest levels, faculty dedicated to high-quality mentorship, and staff who coordinate and advise. One of the most important ingredients in this cooperative effort is a shared understanding about what is required and what resources and supports are available.

This document serves as a roadmap for PhD students. It offers a review of expectations for students and for the faculty and administrative staff who support them. The handbook provides three types of information:

1. guidance on program requirements, including university and departmental policies, resources, and expectations;
2. practical advice for common challenges at USC; and
3. information about relevant support services and professional development opportunities. 

We hope that the handbook serves as a valuable resource for PhD success, providing students with the information to complete their programs while maintaining academic momentum and personal well-being. 

The handbook includes policies and practices noted in the university’s catalogue, collective bargaining agreement, and other sources. It does not fully address the terms of the collective bargaining agreement, which is available for your reference on the Graduate School’s website.

Gerontology at USC

The Ethel Percy Andrus Gerontology Center was established in 1964 as a major research institute for the study of aging. Since 1975, when the USC Leonard Davis School of Gerontology opened to students, the Center has had two operating units: the School, which carries out the instructional mission of the Center, which is responsible for the research and research training role. The Andrus Gerontology Center is a multidisciplinary, research and educational institution with faculty members representing the major professional and disciplinary fields related to gerontology. Instruction and training is performed by experts in sociology, demography, psychology, neuroscience, biology, economics and policy.

The USC Leonard Davis School was the nation’s first school of gerontology and offers instruction at three levels. Besides doctoral training, the USC Leonard Davis School provides undergraduates with a liberal arts education that culminates in a Bachelor of Science in Human Development and Aging or a Bachelor of Science in Lifespan Health. At the master’s degree level, the USC Leonard Davis School provides professional preparation solely in gerontology or in conjunction with other fields such as business, nutrition, health administration, or social work. The undergraduate and master’s degrees prepare students for work in public and private organizations, which address the wide variety of needs in the aging population. Faculty at the USC Leonard Davis School conduct basic and applied research across several disciplines, which provides graduate and postgraduate training in social organization, the family, health care delivery, human service delivery, housing, demography, economics, cognitive and psychosocial development and change, social policy, the neuroscience of aging, and the molecular biology of aging. The USC Leonard Davis School offers a multi-disciplinary research training program in gerontology, with students specializing in sociology, the neuroscience of aging, psychology, and policy. PhD students in other departments at USC, as well as post-doctoral fellows, conduct their research at the Center in preparation for research and academic careers in specialized areas of gerontology. Drawing from these many PhD programs at USC, over 300 doctoral degrees have been awarded to students specializing in gerontological research.

In addition to the USC Leonard Davis School, the Andrus Center includes the Gerontological Research Institute, which houses the USC/UCLA Center in Biodemography and Population Health, the Center for Global Aging, Center for Digital Aging, the Center for Longevity, the Nathan Shock Center, the Family Caregiver Support Center, and the Fall Prevention Center of Excellence. The research institute also houses many individual research programs.
There are opportunities to take courses in other areas of the university including the medical campus; you may also attend lectures and seminars at UCLA.

The USC Leonard Davis School is a dynamic, exciting, and highly respected institution.

Welcome to our community!

Overview

Aging is a complex phenomenon that affects individuals, families, and society. As the global population continues to age, it is important for science and public policy to address the challenges and opportunities presented by an aging society. To support healthy aging, gerontologists need to have a comprehensive understanding of various influences on aging, which operate at multiple levels. Factors such as epigenetic changes, oxidative stress, inflammation, and metabolic dysregulation can contribute to age-related changes in the brain and other organs and tissues. Morphological changes that accompany both healthy and pathological aging are associated with changes in cognition. Lifestyle factors such as education, diet, financial resources, exercise, mental well being and social engagement can impact health outcomes in later life.

The social and environmental context in which people age is also critical, and gerontologists must consider public policies and societal factors including disparities in access to resources that can influence health outcomes. These include access to education, health care, caregiving, income security, and social programs. By understanding the complex interplay of factors that influence aging, gerontologists can lead the way towards developing interventions and policies that promote healthy aging and address health disparities.

The purpose of the PhD in Gerontology is to provide quality, multidisciplinary education in gerontology. The program is designed to train students to conduct high-quality basic and applied research and evidence-based analysis and produce the next generation of professionals in the field of gerontology. The PhD in gerontology provides: (1) an excellent multidisciplinary education in the basic fields most pertinent to gerontology, (2) an understanding of the social, psychological, and biological aspects of the individual aging process, and in-depth exposure to familial, social, psychological, economic and public policy conditions that affect older individuals and groups; (3) rigorous training in basic research design and methods; (4) opportunities to work closely with faculty mentors on research; (5) exposure to renowned international experts in our colloquium series on gerontological research; and (6) internships in policy or research which provide work experience in prominent organizations. Upon completion of the program, our graduates are expected to assume prominent roles in teaching, research, and administration, where they will make significant scholarly and professional contributions to the field of gerontology.

The program began in 1989 as the first doctoral degree program in gerontology. Since then, over 100 students have been awarded PhDs in Gerontology and 20 students are currently completing coursework or doing dissertation research. The select number of students accepted into the program allows an excellent opportunity to receive personal attention from faculty as well as benefit from collaboration with student-colleagues.

This is a dynamic program that cultivates experts in aging. The program is loosely structured in order to facilitate each student’s experience. Each student’s program will provide both a broad base of gerontological knowledge and areas of in-depth expertise. Students must be active participants in their education, seeking faculty guidance and opportunities. Whether or not a student succeeds is largely dependent on the student’s initiative.

PhD in Gerontology

Aging is a complex phenomenon that affects individuals, families, and society. As the global population continues to age, it is important for science and public policy to address the challenges and opportunities presented by an aging society. To support healthy aging, gerontologists need to have a comprehensive understanding of various influences on aging, which operate at multiple levels. Factors such as epigenetic changes, oxidative stress, inflammation, and metabolic dysregulation can contribute to age-related changes in the brain and other organs and tissues. Morphological changes that accompany both healthy and pathological aging are associated with changes in cognition. Lifestyle factors such as education, diet, financial resources, exercise, mental well being and social engagement can impact health outcomes in later life.

The social and environmental context in which people age is also critical, and gerontologists must consider public policies and societal factors including disparities in access to resources that can influence health outcomes. These include access to education, health care, caregiving, income security, and social programs. By understanding the complex interplay of factors that influence aging, gerontologists can lead the way towards developing interventions and policies that promote healthy aging and address health disparities.

The purpose of the PhD in Gerontology is to provide quality, multidisciplinary education in gerontology. The program is designed to train students to conduct high-quality basic and applied research and evidence-based analysis and produce the next generation of professionals in the field of gerontology. The PhD in gerontology provides: (1) an excellent multidisciplinary education in the basic fields most pertinent to gerontology, (2) an understanding of the social, psychological, and biological aspects of the individual aging process, and in-depth exposure to familial, social, psychological, economic and public policy conditions that affect older individuals and groups; (3) rigorous training in basic research design and methods; (4) opportunities to work closely with faculty mentors on research; (5) exposure to renowned international experts in our colloquium series on gerontological research; and (6) internships in policy or research which provide work experience in prominent organizations. Upon completion of the program, our graduates are expected to assume prominent roles in teaching, research, and administration, where they will make significant scholarly and professional contributions to the field of gerontology.

The program began in 1989 as the first doctoral degree program in gerontology. Since then, over 100 students have been awarded PhDs in Gerontology and 20 students are currently completing coursework or doing dissertation research. The select number of students accepted into the program allows an excellent opportunity to receive personal attention from faculty as well as benefit from collaboration with student-colleagues.

This is a dynamic program that cultivates experts in aging. The program is loosely structured in order to facilitate each student’s experience. Each student’s program will provide both a broad base of gerontological knowledge and areas of in-depth expertise. Students must be active participants in their education, seeking faculty guidance and opportunities. Whether or not a student succeeds is largely dependent on the student’s initiative.

Academic Advisement

Faculty Mentor

The Faculty Mentor will be a primary resource person for the student throughout the program and will aid in the student’s scientific and professional development by encouraging the pursuit of appropriate research, didactic, networking, professional and publishing opportunities. Because gerontology is a multidisciplinary field, recommended courses and research experiences may vary across students. Students should meet with their Faculty Mentor at the beginning of each semester to discuss course selection and general progress in the program. The student should also schedule regular meetings during the semester to discuss educational and research goals and facilitate individual development. Student success in the program is related to the relationship they develop with their Faculty Mentor. 

PhD Committee

Under the general oversight of the USC Leonard Davis School faculty, the PhD Committee is the governing body of the PhD program. The Committee consists of Dr. Teal Eich (Chair), Dr. Liz Zelinski and Dr. Jennifer Ailshire. Faculty outside the Committee are often consulted on issues relevant to their specific disciplinary expertise or area. 

The Committee is responsible for all aspects of the instructional program including curriculum review, admission recommendations, petitions, annual screenings, qualifying examinations, and academic standards. The Committee generally meets bi-monthly with an agenda established by the Chair. 

In addition to the Faculty Mentor, the PhD Chair is accessible as a general advisor for the PhD program. The PhD Chair meets with incoming students in the fall and can also meet with students individually by appointment to help plan their progress in the program, clarify what is expected of students, give advice on research opportunities, or discuss particular problems or issues. A record of courses completed by each student is kept by the USC Registrar, and an unofficial transcript can be obtained from OASIS at the USC website by viewing the STARS report. An official file is also maintained in the USC Leonard Davis School office, including all student records from admission to graduation. A copy of the PhD student advisement sheet is included in Appendix A. 

Student Services Advisor 

Student Services Advisor is in the Student Services Office take on a supportive role, assisting students with university policies, degree requirements, and tracking academic/graduation progress through the PhD program. They also process required paperwork submitted to the department or university, send announcements, deadlines, and reminders. The Student Services Advisors do not advise students in research or the mentoring of students through the PhD program.

Graduate School

The Graduate School provides all of the official forms necessary for documenting the doctoral degree progress; most are on the internet at the USC Graduate School website. All final approvals come from the Graduate School but only after recommendations from the USC Leonard Davis School of Gerontology. Any forms or documents going to the Graduate School should first be reviewed by the Student Services Advisor. It is the student’s responsibility to see that a copy of all such forms and correspondence from the Graduate School is included in the USC Leonard Davis School of Gerontology file.

Faculty and their Research

Comprised of some of the world’s most talented minds in gerontology, the USC Leonard Davis School of Gerontology faculty is a group of intensely talented and passionate researchers and educators. Our faculty members include both the visionaries who pioneered the modern study of aging and the emerging leaders in the field who will shape the future of gerontology research, education, and service.

Gerontology Core Faculty

• Jennifer Ailshire, PhD, Professor of Gerontology, Sociology and Spatial Sciences
• Lauren Brown, PhD, Assistant Professor of Gerontology
• Eileen Crimmins, PhD, AARP Chair in Gerontology and University Professor 
• Teal Eich, PhD, Associate Professor of Gerontology and Psychology
• Susan Enguídanos, PhD, MPH, Associate Professor of Gerontology 
• Francesca Falzarano, PhD, Assistant Professor of Gerontology
• Andrei Irimia, PhD, Associate Professor of Gerontology, Biomedical Engineering and Neuroscience 
• Mireille Jacobson, PhD, Professor of Gerontology
• Michelle Keller, PhD, MPH, Assistant Professor of Gerontology
• Mara Mather, PhD, Professor of Gerontology, Psychology, Biomedical Engineering and Neuroscience
• Daniel Nation, PhD, Professor of Gerontology
• Kathleen Wilber, PhD, Mary Pickford Foundation Professor of Gerontology; Professor of Health Services Administration 
• Elizabeth Zelinski, PhD, Rita and Edward Polusky Chair in Education and Aging; Professor of Gerontology and Psychology

Biology of Aging Core Faculty

• Bérénice Benayoun, PhD, Associate Professor of Gerontology and Biological Sciences 
• Pinchas Cohen, MD, Dean, USC Leonard Davis School of Gerontology; William and Sylvia Kugel Dean’s Chair in Gerontology; Professor of Gerontology, Medicine and Biological Sciences
• Constanza Cortes, PhD, Assistant Professor of Gerontology
• Sean Curran, PhD, Professor of Gerontology, Molecular and Computational Biology; Vice Dean/Dean of Faculty and Research
• Caleb Finch, PhD, ARCO/Keischnick Professor of the Neurobiology of Aging and University Professor
• Cristal Hill, PhD, Assistant Professor of Gerontology
• Changhan David Lee, PhD, Associate Professor of Gerontology
• Valter Longo, PhD, Edna M. Jones Professor of Gerontology; Professor in Biological Sciences
• Christian Pike, PhD, Professor of Gerontology
• Ryo Sanabria, PhD, Assistant Professor of Gerontology 
• Edward L. Schneider, MD, Professor of Gerontology, Medicine and Biological Sciences
• Marc Vermulst, PhD, Associate Professor of Gerontology

Affiliated Faculty

As the hub for aging research at USC we also have jointly appointed faculty from USC departments of Economics, Medicine, Social Work, Psychology, Biological Sciences, Public Policy, Engineering, Neuroscience, Law, Business, Architecture, Psychiatry, and Dentistry as well as affiliated faculty from research centers and institutes at USC and from external organizations and universities.