Future Faculty Teaching Institute

Note: The CET Future Faculty Teaching Institute is not a TA training service. CET does not train TAs, but offers a comprehensive TA training curriculum for schools to implement for their TAs.  

The CET Future Faculty Teaching Insitute is a stand-alone training program that students can sign up for on their own; the institute is open to current USC graduate students and postdocs with an interest in a career in teaching.  If you are interested in becoming a Mentored Teaching Fellow, which is an intensive program that includes training from CET and mentoring from program faculty, contact your chair, dean’s office, or faculty mentor.

The Center for Excellence in Teaching (CET) announces the CET Future Faculty Teaching Institute: a training program for USC graduate students and postdoctoral fellows intended to prepare future faculty to pursue excellence in their teaching, beginning with exposure to an essential background in course design and teaching. Participants who complete a minimum of 12 sessions will be awarded a certificate of completion.

The Future Faculty Teaching Institute is comprised of a series of 14 workshops.  Participants may elect to attend either the Monday or Tuesday cohort for Spring 2020. All sessions are held on the UPC campus.

Signups have closed for Spring 2020 cohorts.  Please check back for the Fall 2020 cohort starting August 2020.

Monday cohort dates for Spring 2020

Noon-1 pm

  • January 13
  • January 31* held on a Friday due to Monday holiday
  • February 3
  • February 10
  • February 21* held on a Friday due to Monday holiday
  • February 24
  • March 2
  • March 9
  • March 23
  • March 30
  • April 6
  • April 13
  • April 20
  • April 27

Tuesday cohort dates for Spring 2020

12:30-1:30 pm

  • January 14
  • January 28
  • February 4
  • February 11
  • February 18
  • February 25
  • March 3
  • March 10
  • March 24
  • March 31
  • April 7
  • April 14
  • April 21
  • April 28

The workshops are designed to provide future faculty:

  • Best practices for higher ed course design
  • Essential pedagogy for teaching and learning
  • Strategies for developing an inclusive learning environment
  • Practical techniques to enhance student learning
  • Opportunities for collaborative peer review 

A sampling of specific workshop topics include:

  • Facilitating challenging discussions
  • Incorporating strategic questioning
  • Enhancing student-instructor and student-student interaction
  • Designing for multimedia instruction
  • Creating effective assessment practices

Participant anecdotes

“I have a heightened understanding of how to structure a learning-objective centered course from syllabus development to classroom engaged learning. I plan to further refine course materials and teaching plans to align with CET recommendation. I feel well equipped to design courses that are based on best practice.”

“I changed how I structured my syllabus and also my learning objectives; I made modifications to the kinds of in-class activities I scheduled; and also became more vigilant when talking about difficult Issues like race and class.”

“I intend to use this to much more deliberately design and construct my courses that I am going to be teaching. Particularly on syllabus design and course design, this kind of ‘high level’ thinking is exactly what I needed, as I have a teaching style and have criticized many a course and syllabus as a student in the past, but didn’t have a more systematic way of thinking about the overall approaches to teaching.”

“I learned more about broadly applicable evidence-based practices, in addition to just relying on my own experiences and the changes I’ve made in response to student feedback.”

“I plan to apply many of the strategies for discussion, including developing a policy with the students, and many of classroom management strategies such as indicating how much time we have for an activity, how the activity aligns with learning objectives, etc. In short, I hope to make teaching more transparent and to involve the students in their own learning.”

“One thing I particularly appreciate is that the institute’s instructors model effective teaching practices within the structure of the class itself, even if those practices aren’t the specific topic of instruction that day.”