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Center for Teaching Excellence

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Events Calendar

*Special Notice*

In order for attendees to personally track their current registrations and attendance at CTE workshops and events, CTE requires that registrants create an account in our registration system and login to register.  If you have an existing training account with the Division of Human Resources, Office of Organizational and Professional Development, you do not need to create an account. You can login using your HR training username and password. By logging in to register for CTE events, your complete record for both CTE and HR trainings will be available in a single location with a single account and login. 

How to Check Your Progress?

Did you know you can personally track your current registrations and attendance at CTE workshops and events?  Participants with a CTE training account can check their progress online. View and print CTE training record.


You can choose to use the Calendar View of CTE events if you prefer.


Click on the "+" sign next to each event to see description.


October 2022

Get out and Vote! Women in Leadership's president, Barbara Rackes, will speak on the importance of women voters. This will be a non-partisan discussion of why your vote matters now more than ever.

Special Note*

There is also a Student Government Voter Registration Drive in Davis Circle, Space 01 on Tuesday, September 27, 2022 from 11 a.m. until 1:00 p.m. The information can be found on the University Events calendar. The midterm elections are coming up, and the voter registration deadline in many states is soon. Come register to vote, so you don't miss out on participating in our democracy this November!  Register

The Career Champions program was created to educate and empower campus faculty and staff on best practices to have career conversations with students. The learning outcomes for level two are as follows:

  • Gain knowledge around experiential education
  • Identify different opportunities in the Career Center and beyond available for students to gain experience
  • Identify ways to help students discover what opportunities they are interested in and know where to find them
  • Gain knowledge in how to support students while they are involved in their experience to make it more impactful
  • Articulate ways on how to encourage reflection during and after the experience
  • Identify ways on how to handle concerns that can arise while a student is participating in an experiential education opportunity

This workshop is an elective session for a certificate of completion in Integrative and Experiential Learning.  Register

This workshop will begin with a brief overview of equitable teaching practices in STEM and how those relate to instructor responses to microaggressions. The majority of the time will be spent in small group discussions to devise responses to a variety of scenarios involving microaggressions in STEM classrooms and departments. The workshop will conclude with summarizing positive steps instructors can take to help their classrooms be more welcoming spaces for all students.

BYO (Bring Your Own) Lunch

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

A teaching philosophy statement provides a concise description of an instructor’s teaching approach, methods, and experience. Colleges and universities request a teaching philosophy statement from applicants for faculty positions, and some higher education institutions require one as part of the tenure and promotion consideration process.

What is your teaching philosophy? What should you write or include? What if you have limited teaching experience? This workshop series will help you articulate your teaching philosophy in a concise, effective essay. We will discuss the statement’s purpose, best practices and strategies for composing the statement, incorporating time for individual brainstorming and writing, and conclude with group discussion and feedback.

This is a working webinar, incorporating time for group discussion and individual writing. For you and other participants to benefit the most in the short time available, this workshop requires that you do some reflective writing in advance of the session. Participants will leave with an outline of their statement and guidelines to continue crafting it.  Register

This presentation will cover an ethnographic study of a hip hop-based music education program for students within elementary school classrooms. Drawing on two years of fieldwork in two urban schools, this case study describes how hip-hop song composition encouraged participants to make essential and critical reflections about media’s place in their personal lives, peer groups, families and communities. The findings of this study suggest that the social and cultural capital of making hip hop music can contribute to bolstering academic learning for Black youth. Implications from this study also suggest informal interests and social identities rooted in inclusive practices like hip hop music can connect youth to high-capacity technological skills, civic-mindedness and critical media literacy that can transcend the classroom experience.

This workshop is an elective session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

The teaching philosophy statement provides a concise description of a faculty member’s teaching approach, methods, and experience. Departments require a teaching philosophy statement as part of the tenure and promotion process.

What is your teaching philosophy? How do you articulate it, and what should you include? In this workshop designed specifically for tenure-track, clinical, and professional faculty, we will discuss the statement’s purpose and strategies for composing or revising the statement, incorporating time for individual brainstorming, group discussion and feedback. Participants will leave with an outline of their statement and guidelines to continue crafting it. Come to this workshop to revise, revamp, and renew your current teaching philosophy statement.  Register

The Resilience in the Classroom training is a 50-minute training that focuses on three major components of resilience—self-compassion, dealing with failure, and coping skills, and how to incorporate these components into the classroom. Resilience is associated with academic success and psychological well-being. This session will help instructors identify how they can strengthen students’ resilience and help them adapt to change and hardships by integrating these core competencies into their curriculum.

This workshop is a required session for a certificate of completion in Mental Health and Well-being Competency.  Register

To achieve optimal student learning and integrity in an academic environment, it is essential that instructors understand the importance of maintaining their students' interest and cultivate intellectual autonomy. It is through intellectual autonomy that students can begin to internalize the associated values of integrity and take responsibility over their own learning (Twomey et al., 2009). In the contemporary era of higher education, behaviors connected to cheating and plagiarism have made it a bigger challenge in guiding students to reach the level of intellectual autonomy that instructors would hope for.

Given the new norms and nuances of essay mills and contract cheating, the economics and consumerism related to academic dishonesty continues to expand. In this presentation, attendees will explore how effective teaching and learning strategies will assist in responding to what has become a pedagogical enterprise. Additionally, through these strategies, attendees will improve their teaching and student learning by creating a sense of community and becoming more transparent in their communication with students.

This workshop is an elective session for a certificate of completion in Fostering Proactive Learning Environments.  Register

Diversity, in many dimensions, creates opportunities in a mentoring relationship, but diversity can also be a source of challenges for mentors and mentees. Learning to identify, reflect upon, learn from, and engage with people who are different from ourselves is essential for fostering an effective mentoring relationship and a broader intellectual community. This workshop will help you increase your own understanding of the role of diversity on mentor/mentee interactions, recognize the impact of conscious and unconscious preconceptions, biases, and prejudices, and identify concrete strategies for addressing issues of equity and inclusion.

This workshop is an elective for the Entering Mentoring certificate of Completion.  Register

The Virtual Environments Community of Practice is planning ways to bring virtual reality, augmented reality and mixed reality into teaching and learning environments at UofSC. Meetings are open to faculty, staff and students.

If you are interested in participating in the Virtual Environments CoP, or would like to be on the email list for further information, please send a message to Aisha Haynes at haynesa@mailbox.sc.edu. Register

Students, faculty, and staff are invited to join in for an informal and informative conversation about the transfer student experience is like on the USC-Columbia campus. What expectations do students who have transferred to UofSC have? And what expectations do faculty have of students who have decided to transfer to UofSC?

Please join for conversation over a FREE lunch!

This workshop is a part of National Transfer Student Week.  Register

The first half of the Support Zone training focuses on providing context for the necessity of faculty and staff being well-versed in recognizing and responding to students experiencing mental health distress. The facilitator will review definitions, national and local statistics about mental health in college students and discuss how stigma affects help-seeking behaviors. The facilitator will also discuss how COVID-19 has exacerbated the aforementioned issues. This session will also cover crisis support protocol, how to recognize signs of distress, warning signs of suicide, non-suicidal self-injury, and how to respond and intervene to a student of concern.

This workshop is a required session for a certificate of completion in Mental Health and Well-being Competency.  Register

Faculty job postings regularly request a diversity statement, in addition to teaching and research statements. These written essays from job applicants help faculty search committees identify candidates who have the skills, experience, and/or willingness to engage in activities that enhance campus diversity, equity, and inclusion (DEI) efforts.

How do you approach writing a diversity statement? What should it say? What can be included - research, teaching, and service experiences and activities, or values, views, and future goals? What are search committees looking for, and what if you haven’t experienced any issues personally? This workshop will help guide you in exploring your personal experiences and help you determine what to emphasize and include in your statement. You will learn what aspects of faculty life and academia contribute to an institution’s DEI mission, and how best to illustrate your personal commitment to such DEI goals using the various facets of your own experiences.

This is a working webinar, requiring that you do some reflective writing in advance of the workshop, so that the workshop can include individual writing, group discussion, and feedback. Participants will leave with an outline of their statement and guidance to continue crafting it.

You DO have a story to tell. Learn how to write a Diversity Statement that stands out!  Register

Data literacy skills are important for college students at all levels and in all disciplines. Would you like to teach your students how to work with data, but are unsure where to start? In this session, participants will learn about resources available from University Libraries that can help teach undergraduates and graduate students how to read, work with, and communicate with data.

This workshop is an elective session for a certificate of completion in Fostering Proactive Learning Environments.  Register

The second half of the Support Zone training focuses on participants learning how to refer students of concern experiencing varying levels of distress (mild, moderate and severe), what to do if a student refuses a referral, how to maintain the students’ privacy, and how to follow-up with the student. This session includes role-plays and other interactive activities to help participants practice their recently acquired skills. The facilitator will also discuss the how responding to students of concern affects faculty/staff mental health and how to respond accordingly.

This session includes a review of resources specific to faculty/staff needs and tips on dealing with COVID-19 related stressors. Lastly, the facilitator will review campus and community resources to ensure participants have a thorough understanding of what is available to students and when to use each resource.

This workshop is a required session for a certificate of completion in Mental Health and Well-being Competency.  Register

The Center for Teaching Excellence is pleased to announce the 13th Annual Oktoberbest: A Symposium on Teaching. All UofSC faculty, instructors and graduate teaching assistants are invited to attend this free, in-person, one-day symposium focused on sharing best practices in teaching. At Oktoberbest you'll hear innovative teaching ideas and best practices implemented by your colleagues at UofSC. This teaching symposium features engaging and informative presentations on innovative approaches to teaching, assessments, course design, creative student learning opportunities, and successful implementation of new strategies and best practices.

Oktoberbest is free to all who teach or support teaching at UofSC, but is not open to the general public.  Register

In this session we will discuss the academic misconduct trends we are seeing online and in person with our students. Additionally, we will discuss how to identify and address these common violations while maintaining a productive instructor/student relationship.

This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments.  Register

In this workshop, graduate students will learn about Imposter Phenomenon (IP) and techniques they can use to address the phenomenon. In particular, participants will gain insight regarding those individuals especially vulnerable to IP, triggers of IP, and the importance of forming community to help deal with IP. Workshop discussions and activities will help students gain a better understanding of how IP may be impacting their graduate school experience, develop an action plan to mitigate the effects of IP, and help participants begin to build community within and across graduate programs.  Register

The Provost Advisory Council for Women’s Initiatives (PACWI) invites faculty, staff, graduate students and friends to light a luminary and line the Horseshoe from the President’s House to Osborne to symbolize the need for more women leaders at UofSC.

All luminary supplies provided. Bring a bagged lunch and a blanket to socialize.

It is our hope to surpass last year’s over 100 luminaries and supporters. 

Look for the tables on the sidewalk in front of McKissick Museum.  Register

November 2022

The panel includes practitioners of integrative and experiential learning from various disciplines at UofSC. The panelists will demonstrate how their students put theory into practice by applying what they learned in the classroom to their experiences outside of the classroom and reflecting on the broad range of skills they used, which ultimately prepares them for additional learning experiences within and outside the classroom as well as their future professions.

This workshop is an elective session for a certificate of completion in Integrative and Experiential Learning  Register

We invite faculty, staff, and students to join us for this informal and informative conversation about academic integrity and technology use in the classroom. In this workshop, students and faculty will explore common expectations when it comes to integrity and technology use on the college campus in the 21st century. Find out from students themselves what’s working and what’s not when it comes to this crucial topic. In turn, faculty will be able to share what they expect from students.

We’ll have a FREE lunch for everyone!  Register

The University and many of accreditors that evaluate our individual academic programs often require assessment of the knowledge and skills that students obtain from our programs. But the accreditors often give vague or no guidance on how to actually assess students’ knowledge, leaving it to individual programs and instructors to come up with ways of doing this. Eric P. Robinson and Laura Smith of the School of Journalism and Mass Communications discuss how they have successfully used multiple-choice questions embedded in final exams to accurately measure improvement in students’ knowledge and application of sophisticated concepts.  Register

Join us for the 3rd module of Career Champions. In this session we'll learn about the career competencies employers are looking for within our students and how to incorporate those into our academic lessons, student employment, internships, etc. You'll also know how to help students see these competencies within themselves and how to advocate their talents, abilities, and experiences.

This workshop is an elective session for a certificate of completion in Integrative and Experiential Learning.  Register

With an increasing number of students entering college with traumatic experiences and considering the traumas some may encounter while in college it is important that instructors understand how to respond. Additionally, this session is particularly timely because of the various traumas students may have encountered as a result of the coronavirus.

With the goal of creating a more trauma informed and responsive campus, experts from Student Health Services will discuss the neurobiological underpinnings of trauma, and will introduce a new way to define the process of becoming flooded with overwhelming stress from a variety of causes. Time will be spent introducing factors that inhibit open discussion about trauma and cultural paradigms that prevent open discussion about difficult topics.

This workshop is a required session for a certificate of completion in Mental Health and Well-being CompetencyRegister

With an increasing number of students entering college with traumatic experiences and considering the traumas some may encounter while in college it is important that instructors understand how to respond. Additionally, this session is particularly timely because of the various traumas students may have encountered as a result of the coronavirus.

With the goal of creating a more trauma informed and responsive campus, experts from Student Health Services will briefly review the neurobiological underpinnings of trauma. Time will be spent further exploring factors that inhibit open discussion about trauma and exploring cultural paradigms that prevent open discussion about difficult topics. Concrete guidance for language to use and ways to engage with students in a supportive manner will be offered. Methods of coping for the individual will be shared.

This workshop is a required session for a certificate of completion in Mental Health and Well-being Competency.  Register

It’s time to start thinking about your spring course! Have you already started planning your syllabus and have ideas but don't know where to start? Or are you feeling mired down in syllabus details, feeling like you're missing a prime opportunity to rethink and revise important components? You're not alone - and we're here to help! Join other faculty in this two-part in-person workshop series to help you get started or get past your 'stuck points'.

Part 1, 'Review, Revise, Realign” (the Learning Outcomes, Assessments, and Activities) will take you from an initial reviewing of your current course learning outcomes into a discussion of how to ensure they align appropriately with course assessments. What assessments will work better in different types of learning modalities and environments, and what should you reconsider? How will this work with certain class sizes or scenarios? This will be followed by reviewing, revising, and/or redeveloping the associated student activities, both for within and outside-of-class settings.

Both parts of this series will be highly interactive, with other faculty colleague participants playing an important part in contributing ideas and recommendations and producing a positive workshop outcome for every participant. Bounce ideas off each other, hear what others are doing, while following along with the facilitator's steps for development and recommendations. Bring a past syllabus to start working on it as we go through the workshop!  
 Register

One of the most critical elements of the mentor-mentee relationship is having a shared understanding of what the objectives of the relationship are. When challenges arise in the relationship, it is likely because there has been a misunderstanding about what the expected objectives of the relationship are. Additionally, relationships and their expectations change over time as the mentee grows, meaning that frequent and consistent adjustment of the expectations of mentors and mentees is required to for mentorship to be successful.

This workshop is an elective for the Entering Mentoring certificate of Completion.  Register

Engaging in conflict is challenging whether you are an experienced instructor or new to your role. A likely strategy is to ignore the behavior due to our own discomfort, concern over retaliation or fear that our intervention may cause more harm or disruption. Through case study examples this workshop will explore Gerald Amada's research from Coping with Misconduct in the College Classroomand provide participants with tangible strategies to disruptive behavior in a confident and fair manner.

This workshop is a required session for a certificate of completion in Fostering Proactive Learning Environments.  Register

It’s time to start thinking about your spring course! Have you already started planning your syllabus and have ideas but don't know where to start? Or are you feeling mired down in syllabus details, feeling like you're missing a prime opportunity to rethink and revise important components? You're not alone - and we're here to help! Join other faculty in this two-part in-person workshop series to help you get started or get past your 'stuck points'.

Part 2, 'Planning, Policies, Particulars” (of the schedule, policies, and other important aspects) involves the bigger picture planning stage - how can those assessments and activities fit together, or be organized into a cohesive series of modules as part of a larger whole? What works best with respect to in-person, synchronous, or asynchronous learning? What aspects of activities and assessments need to be considered (e.g. grading, time management), and what else should be included or revised?

Both parts of this series will be highly interactive, with other faculty colleague participants playing an important part in contributing ideas and recommendations and producing a positive workshop outcome for every participant. Bounce ideas off each other, hear what others are doing, while following along with the facilitator's steps for development and recommendations. Bring a past syllabus to start working on it as we go through the workshop!   Register

Come develop a deeper understanding of inclusive excellence and why it is central not only to how we prepare students to lead, but also to how we engage all members of our USC community. Learn about the ways in which the Office of Diversity, Equity and Inclusion seeks to operationalize inclusive excellence, as well as how we intend to use our equity and inclusion strategy to track the University’s effectiveness in four primary areas: compositional diversity, achievement, engagement and inclusion.

This workshop is a required session for a certificate of completion in Teaching Towards Inclusive Excellence.  Register

This workshop, the first in the series, will provide participants the opportunity to establish the group dynamics essential to successfully developing mentorship ability. Participants will have the opportunity to develop their own philosophy of mentoring as a part of the program and prepare for upcoming workshops within the Entering Mentoring sequence.

This workshop is a requirement for the Entering Mentoring certificate of Completion.  Register

December 2022

Hear from USCPD what to do to keep your students and yourself safe. This seminar is designed to provide guidance on what to do in a shooting incident, how to be prepared, how to think safely and how to recognize a potential problem, specifically in campus and classroom contexts.  Register


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