Whatever the teaching needs or interests—whether delivery is traditional, online, or blended methods—CTE has resources to help make teaching more effective and enjoyable while keeping faculty life in balance. CTE serves all who teach at USC-Columbia, Palmetto College campuses and USC School of Medicine (Columbia and Greenville)—including established faculty, new faculty, adjunct faculty, graduate teaching assistants and instructional staff.

Goals for AY2023-2024

• Continue to focus on balancing in-person and virtual delivery of CTE's programs and services
• Expand instructional design services (including providing on-site delivery to individual colleges)
• Expand use of Quality Standards for Online Courses (QSOC) or other appropriate course development rubrics to enhance the quality of instruction in online, face-to-face, and hybrid courses. 
• Apply lessons learned from the pandemic as we seek to define a new normal that includes greater focus on the quality of all courses.
• Continue to provide the full range of instructional design services, workshops and programming to strengthen the culture of pedagogy at the University of South Carolina.

Accomplishments During AY 2021-2022

Faculty Professional Development Pedagogy Initiatives

• 206 workshops/seminars/training sessions
• 2170 faculty consultations by the ID team
• Cosponsored and hosted the annual Oktoberbest: A Symposium on Teaching with an internationally renowned keynoter, 17 breakout sessions,. and 98 participants
• Partnered with the TRIO Programs and the Office of Diversity, Equity and Inclusion to offer the Intercultural Inclusion and Diversity Learning Series inorder to to build intercultural consciousness, support the development of inter-personal communication skills in a diverse environment and encourage diversity and inclusion in classroom pedagogy
• Partnered with the Schools of Medicine (Columbia and Greenville) to develop the Reflective Teaching Practices for Medical Educators (RTPforME) program to engage faculty in the Schools of Medicine in reflective teaching practices that enable them to continuously improve their teaching and build their capacity in the areas of adult learning principles, learning design, course development, and teaching delivery

DL Instructional Design

• Consulted with faculty and instructors  838 times for the development of face-to-face, online, blended and hybrid courses
• 21 courses received DLQR
• Developed Introduction to Online Teaching for Teaching  Assistants (IOTTA), a training program to support graduate student teaching and instructional assistants (GTA/IAs) involved with online teaching in some form
• Continued to offer short courses, including Foundations of Online Teaching, Teaching Online for Graduate Students, and Technology for Online Teaching and Learning.
• Supported eLearning Services initiative to expand the use of Blackboard Ultra Course View

Graduate Teaching Assistants

• 31 hybrid workshops were offered with a total attendance of 226 participants. Workshops were led by GTA Training Program Manager
• 358 grad students enrolled in GRAD 701
• 493 grad students trained through New TA Orientations
• 67 grad students completed the Preparing Future Faculty (PFF) program. Additionally, CTE expanded the PFF program by collaborating with the Genetic Counseling program to institute a PFF component into their M.S. students’ program of study and continued to support the PFF Plus with Teaching Distinction program in the Mathematics Department
• Collaborated with the Graduate School to provide Online Teaching Statement and Diversity Statement webinars
• implemented a new, one-day Introduction to Online Teaching for Teaching Assistants (IOTTA) session to prepare TAs to deliver online instruction