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 Institute 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 Institute is comprised of 14 modules, each with an assignment submission and one-hour Zoom sessions on Tuesdays from Noon-1:00 pm Pacific Time. An alternative assignment is available for participants who are unable to attend the Tuesday Zoom sessions.

Participants who complete at least 12 modules will receive a certificate of completion. Module completion requires either attendance at the live Zoom session or submission of the alternative assignment.

Register for the Fall 2021 cohort

Dates for Live Zoom Sessions in Fall 2021

  • August 24
  • August 31
  • September 7
  • September 14
  • September 21
  • September 28
  • October 5
  • October 12
  • October 19
  • October 26
  • November 2
  • November 9
  • November 16
  • November 30

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.”

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