Discipline-specific Instructor does not use, or Instructor uses Instructor explains Instructor facilitates incorrectly uses, discipline-specific use of the use of language and/or academic and academic terms. language by 1e* language. language. students. Contextual relevance Instructor teaches content Instructor provides Instructor has Where appropriate, devoid of real-world real-world students provide instructor uses and transferability scenarios and/or examples. applications of class real-world examples examples where their 3c, 4c* session content. of class content or discipline converges Instructor assumes apply content to with other disciplines unrealistic skill level of Instructor explicitly scenarios. in addressing students in the class. builds on prior challenges. student knowledge. Where appropriate, instructor addresses identified by USC “” on a local, national, or global level. Comments: Student engagement Appropriate content content is too easy or Class content Instructor engages Instructor spends the difficult for student appropriately students in majority of class time or level knowledge level. challenges students. thinking skills leading students in 1c, 2a, 2b, 3a* during class. higher-order thinking Instructor does not content activities. encourage higher-order promotes mastery of thinking. course learning objectives.
Discipline-specific language 1e* Instructor does not use, or incorrectly uses, and/or academic language. Instructor uses discipline-specific and academic language. Instructor explains use of terms. Instructor facilitates the use of language by students. Contextual relevance and transferability 3c, 4c* Instructor teaches content devoid of real-world scenarios and/or examples. Instructor assumes unrealistic skill level of students in the class. Instructor provides real-world applications of class session content. Instructor explicitly builds on prior student knowledge. Instructor has students provide real-world examples of class content or apply content to scenarios. Where appropriate, instructor uses examples where their discipline converges with other disciplines in addressing challenges. Where appropriate, instructor addresses “” identified by USC on a local, national, or global level. Comments: Student engagement Appropriate content or level 1c, 2a, 2b, 3a* content is too easy or difficult for student knowledge level. Instructor does not encourage higher-order thinking. Class content appropriately challenges students. content promotes mastery of course learning objectives. Instructor engages students in thinking skills during class. Instructor spends the majority of class time leading students in higher-order thinking activities.