Sahar Aghasafari  Assistant Professor Art  USC Lancaster  Sahar Aghasafari’s teaching practices in the arts and education programs exemplify innovative, inclusive, and interdisciplinary approaches grounded in Universal Design for Learning (UDL), Dewey’s experiential learning theory, and STEAM education principles. Her integration of advanced digital tools, hands-on projects, and media arts fosters creativity, critical thinking, and real-world application. In courses such as ARTS 246 and ARTE 201, students develop industry-ready design portfolios using platforms like Adobe InDesign, Krita, and AI-driven tools. Projects like Isomer Stories blend scientific concepts with visual storytelling, promoting both scientific literacy and artistic expression. Aghasafari fosters accessibility and engagement through multimodal assignments, flexible assessments and student-centered learning environments. Her experiential strategies, including Autoethnographic Arts-Based Research Posters and museum-based projects, bridge theory and practice while advancing both professional development and academic success. These methods have received strong student praise and contribute to broader institutional goals, positioning Aghasafari as a leader in designing high-impact, forward-thinking learning experiences.
Kate Bernheisel  Assistant Professor  Advanced Professional Nursing Practice  College of Nursing  Kate Bernheisel’s teaching demonstrates an innovative approach to experiential and simulation-based learning, using Virtual Reality (VR) and 360-degree video to immerse students in the lived experiences of patients impacted by social determinants of health. Grounded in constructivist theory, experiential learning, and Jeffries Simulation Theory, her teaching design includes unfolding case studies, interactive quizzing, and structured prebriefing and debriefing sessions that align with INACSL standards. By developing VR simulations in-house, using first-person storytelling and real-world clinical scenarios, she created a scalable model that builds empathy, clinical reasoning, and cultural competence. Students participate in reflection, knowledge checks, and immersive experiences that deepen their understanding of systemic barriers to care. This approach enhances engagement and learning retention while promoting holistic, patient-centered practice. Bernheisel’s work reflects a strong commitment to innovative, high-impact teaching strategies that prepare future nurses to deliver equitable and compassionate care.
Christina Cox  Associate Professor  Clinical Pharmacy and Outcomes Sciences  College of Pharmacy  Christina Cox’s teaching bridges classroom knowledge with clinical practice through a dynamic approach grounded in experiential learning, simulation, and Boyer’s model of scholarship. Her philosophy emphasizes integration, discovery, application, and teaching, with a particular focus on patient-centered care and lifelong learning. She uses real-world pediatric and neonatal cases to illustrate pharmacotherapy concepts, guiding students from foundational understanding to advanced clinical reasoning. Cox incorporates progressive case-based learning, role-play, and emergency simulations to foster critical thinking and clinical confidence. Her innovative elective, Off the Scrxipt, uses podcasting and community engagement projects to develop communication, advocacy, and systems-thinking skills. Cox fosters a learning environment where students translate knowledge into meaningful impact by combining technology-enhanced instruction, hands-on learning, and mentorship. This approach helps them build not only technical expertise but also a strong sense of responsibility as future healthcare professionals.
Meena Khalili  Associate Professor  Visual Art & Design  College of Arts and Sciences  Meena Khalili’s teaching blends emerging technologies with ethical, human-centered design to prepare students for a constantly evolving industry. Grounded in experiential learning, T-shaped skills (“cross skills”), and community engagement, her courses incorporate Artificial Intelligence (AI), Augmented Reality (AR), User Experience/User Interface (UX/UI), and Human-Centered Design (HCD) from day one, encouraging experimentation, critical thinking, and responsible innovation. Through client partnerships with organizations like the Columbia Museum of Art and the South Carolina House Legislative Oversight Committee, students gain real-world experience in solving communication challenges using design technologies. Khalili’s leadership in curriculum redesign, community events like Portfolio Day, and funded projects such as Process + Systems for Emerging Design has led to increased retention, national recognition, and student success. Her work has positioned students to graduate with confidence, creativity, and a strong sense of purpose in shaping the future of design.
Vanessa Kitzie  Associate Professor  Information Science  College of Information and Communications  Vanessa Kitzie’s teaching reflects a dynamic, inclusive, and critically engaged approach grounded in constructionist, participatory, and queer pedagogies. Drawing on critical pedagogy, feminist theory, and digital literacy research, she centers students as creators of knowledge through interactive, research-based learning experiences. Her courses prioritize social justice, ethical technology use and real-world application by guiding students to critically assess the impacts of algorithmic bias, information privilege and classification systems. Through projects like student-developed educational games, AI audits, and children’s books on algorithmic bias, Kitzie helps students connect theoretical frameworks with practical design and communication skills. She also developed a structured AI policy to guide students in ethical, critical use of generative technologies. Her mentorship has led to student publications, conference presentations, and collaborations on LGBTQIA+ information access research. As undergraduate sequence head, she has expanded enrollment, strengthened transfer pathways, and deepened community partnerships with nonprofits such as the Harriett Hancock Center and Transgender Awareness Alliance. Kitzie’s teaching fosters critical thinking, interdisciplinary inquiry, and a deep commitment to equity in information systems.
Eilea Knotts  Instructional Faculty/Lab Coordinator   Biological Sciences  College of Arts and Sciences  Eilea Knotts’ teaching reflects an innovative and student-centered approach grounded in inquiry-based learning, collaborative pedagogy, and Universal Design for Learning (UDL). Drawing on cognitive load theory and humanistic learning principles, she creates inclusive, feedback-rich environments that foster critical thinking, metacognition, and resilience. Her redesign of courses such as BIOL 102 and BIOL/MSCI 575 features case-based instruction, group learning, and experiential assessments that mirror real-world scientific inquiry. One of her key innovations is the implementation of specification grading, which shifts focus from traditional scores to mastery and improvement. Students receive detailed feedback, opportunities to revise, and clear markers of proficiency, encouraging ownership of their learning. Assignments like Journal Figure Critiques, Exam Improvement reflections, and Scientific Assignments build essential skills in communication, data analysis, and self-assessment. Through structured flexibility, intentional course design, and responsiveness to student feedback, Knotts supports students in developing confidence, curiosity, and the ability to apply their learning in meaningful ways.