Knowledge of subject Instructor does not appear to Instructor’s factual Instructor answers Instructor ties current understand course content. statements are consistent questions confidently, content to topics or 4a* with current knowledge in clearly, and simply. knowledge from the the field. profession and/or more advanced courses. Instructor correctly answers questions about level content. Discipline-specific Instructor does not use, or Instructor uses Instructor explains use of Instructor facilitates the use incorrectly uses, discipline-specific and academic discipline-specific of discipline-specific language and/or academic language. language. language by students. 1e* Contextual relevance Instructor teaches content devoid Instructor provides Instructor has students Where appropriate, of real-world scenarios and/or applications of class provide real-world instructor uses examples and transferability examples. session content. examples of class content where their discipline 3c, 4c* or apply content to converges with other Instructor assumes unrealistic skill Instructor explicitly builds scenarios. disciplines in addressing of students in the class. on prior student challenges. knowledge. Where appropriate, instructor addresses “” identified by USC on a local, national, or global level. Comments:
Knowledge of subject 4a* Instructor does not appear to understand course content. Instructor’s factual statements are consistent with current knowledge in the field. Instructor correctly answers questions about 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, discipline-specific and/or academic language. Instructor uses and academic language. Instructor explains use of discipline-specific Instructor facilitates the use of discipline-specific 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 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:
CET-Classroom-Teaching-Observation-Checklist.docx