Instructional content Knowledge of Instructor makes factual Instructor’s factual Instructor answers Instructor ties 4a* errors with respect to statements are questions current content to subject course content. consistent with confidently, clearly, topics or knowledge current knowledge in and simply. from the profession the field. and/or more advanced courses. Instructor correctly answers questions about course-level content. 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 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 examples of examples where their 3c, 4c* module/unit content. class content or discipline converges Instructor assumes apply content to with other disciplines unrealistic 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
Instructional content Knowledge of subject 4a* Instructor makes factual errors with respect to course content. Instructor’s factual statements are consistent with current knowledge in the field. Instructor correctly answers questions about course-level content. Instructor answers questions confidently, clearly, and simply. Instructor ties current content to topics or knowledge from the profession and/or more advanced courses. 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 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 level of students in the class. Instructor provides real-world applications of module/unit content. Instructor explicitly builds on prior student knowledge. Instructor has students provide 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