Hear from USC faculty about how they design and apply innovative teaching strategies. Click below to watch the 2-minute videos, read the interviews and get more tips about applying these ideas in your courses!
Antonio Elefano, Professor (Teaching) of Writing, USC Dornsife College of Letters, Arts, and Sciences, uses oral advocacy assignments to engage students in critical thinking and questioning.
Eugenia Mora-Flores, Professor of Clinical Education, with Distinction, Assistant Dean of Teacher Education, Rossier School of Education, uses a collaborative visual summary activity at the end of a unit of study to assess learning in her courses.
Mellissa Withers, Associate Professor at USC’s Keck School of Medicine, Department of Population and Public Health Sciences uses retrieval activities to help students recall information in her courses.
Miriam Burgos, Professor of Clinical Marketing at USC’s Marshall School of Business, uses breakout groups to provide students with opportunities to engage with course content to support deep learning.
Pragna Patel, Professor of Biochemistry & Molecular Medicine at USC’s Keck School of Medicine, uses sketching activities to help students develop critical thinking skills in her courses and beyond.
Victor Fazio, Adjunct Professor of Criminal Justice at USC’s Bovard College, uses elevator pitch assignments to help students effectively crystalize and communicate their thoughts about big ideas.
Daryl Davies, Professor of Clinical Pharmacy at USC’s Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences, discusses motivating students with relevancy and passion.
Kendra Walther, Associate Professor of Technology Practice in USC’s Viterbi School of Engineering, discusses “POGIL”, a group instructional strategy grounded in research about how students learn.
Matthew Manos, Associate Professor of Practice, Design Strategy at USC’s Iovine and Young Academy challenges students to consider ethical implications.
Min-Kyoung Rhee, Instructional Assistant Professor at USC’s Leonard Davis School of Gerontology, discusses ways to make students feel comfortable expressing their voices and to provide opportunities to apply the knowledge they learned in class to real-life situations.
Center for Excellence in Teaching