Betsy Blake

Clinical Professor
Director, Interprofessional Education for the Health Sciences
Clinical Pharmacy and Outcomes Sciences
College of Pharmacy

Betsy Blake’s teaching in pharmacy education reflects a scaffolded, application-focused model grounded in constructivism and interprofessional education frameworks. Case-based learning, interactive response systems, and real-time assessment support clinical reasoning across the PharmD curriculum. In courses such as PHMY 772 and PHMY 895, students engage with evolving patient scenarios that build from foundational knowledge to advanced clinical decision making. Innovative use of experiential activities, including the Students Wearing External Glucose Monitors to Educate and Treat Patients with Diabetes

Mellitus (SWEET-DM) model and expanded interprofessional education across health professions, creates meaningful, collaborative learning experiences. Structured assessment strategies and the use of feedback and outcome data support continuous improvement. These strategies strengthen student engagement and clinical competence, positioning Blake as a leader in advancing high-impact learning experiences.

Amy Gerald

Assistant Professor
Humanities
USC Lancaster

Amy Gerald’s teaching demonstrates innovative experiential and community-connected learning, grounded in process pedagogy, collaborative theory, and rhetorical theory. Writing workshops, peer review, staged assignments, and ongoing feedback guide students through the writing process and strengthen critical thinking and communication skills. Through project-based learning and ethnographic assignments, courses such as ENGL 101, ENGL 102, and ENGL 463 connect students with external organizations and real-world contexts. Students produce professional documents for community partners and present work to external audiences, reinforcing audience awareness and purpose-driven writing. This model enhances engagement and learning while supporting the development of skills that extend beyond the classroom. Gerald’s work reflects a strong commitment to innovative, high-impact teaching that connects writing to real world application.

Alison Huppmann

Clinical Associate Professor
Biomedical Sciences
School of Medicine Greenville

Alison Huppmann’s teaching bridges foundational knowledge and clinical application through active, integrative learning grounded in adult learning theory and evidence-based instructional design. Emphasis on student-centered instruction, clear objectives, and meaningful assessment supports the development of clinical reasoning and effective learning strategies. Innovative use of active learning strategies, including Application and Synthesis of Knowledge sessions, “Rounds” case-based instruction, and interactive activities within a Multiorgan Systems course, engages students in applied learning and interdisciplinary problem solving. Leadership of the Pre-Clerkship Curricular Refresh expands peer learning and introduces structured, interactive experiences that strengthen integration across the curriculum. These efforts promote deeper engagement and prepare students for clinical practice.

Ayse Ozturk

Clinical Associate Professor
Marketing
Darla Moore School of Business

Ayse Ozturk’s teaching blends emerging technologies with experiential, student-centered learning to prepare students for a rapidly evolving marketing landscape. Grounded in learning by doing, critical Artificial Intelligence (AI) literacy, and applied problem solving, courses integrate AI tools, scenario-based simulations, and real-world marketing challenges to promote strategic thinking and responsible technology use. Through structured decision-making cycles and interactive simulations, students engage in complex, applied learning experiences that mirror professional practice. Ozturk also developed a graduate course in AI in Marketing and created an open access repository to share teaching resources, extending impact beyond the classroom. Leadership in workshops and faculty development supports broader adoption of these practices and strengthens student engagement, career readiness, and innovation in marketing education.

Sarah Rogers

Senior Instructor
Criminology & Criminal Justice
McCausland College of Arts and Sciences

Sarah Rogers’ teaching reflects a critically engaged and student-centered model grounded in feminist pedagogy, intersectionality, and experiential learning. Drawing on problem-posing education and collaborative learning, courses center dialogue, critical reflection, and student voice to examine systems of power and oppression within criminology. Rogers integrates innovative, applied learning through collaborative syllabi, student-driven projects, and community-based initiatives such as Reclaim Carolina, connecting course content to real-world issues. Impactful course design includes the development of the first Queer Criminology course at USC, expanding disciplinary perspectives and amplifying marginalized voices. The course fosters critical thinking and engagement through inclusive and interdisciplinary learning while encouraging civic responsibility and meaningful participation beyond the classroom.

Stephanie Schaller

Clinical Assistant Professor
Professional Nursing Practice
College of Nursing 

Stephanie Schaller’s teaching reflects an innovative and student-centered model grounded in constructivist and generative learning theories, with attention to cognitive load principles. Experiential and case-based learning create interactive environments that support clinical reasoning and knowledge application. Course design integrates scaffolded case studies, immersive escape rooms, and tools such as CardioEducator™ and Study Navigator to engage students in active, experiential learning. These strategies require interpretation of evolving scenarios and application of knowledge in practice-based contexts. Development of interactive congenital heart defect models and AI-supported learning tools demonstrates a strong connection between instructional design and innovative teaching practices, strengthening student engagement and learning.