Introducing your course with video
Recommendations and tips for making an introductory video for one of your courses, which can be shared with students via email or through an LMS, such as Blackboard. Also included is a sample script template to help structure the video content.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
Learning objectives FAQ
A list of common questions from instructors regarding learning objectives and best-practice answers.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
Learning theories
An overview of fundamental aspects of the leading learning theories. University instructors use these theories to inform the decisions they make about their teaching/instruction with the goal of making it more effective.
Sources: CET | Formats: Word document | Audience: Faculty, Staff, Students, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
Sources: | Formats: | Audience: | Disciplines:
Recording a lecture presentation using Zoom
A step-by-step guide to record a course lecture using Zoom.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
Reflective essay rubric
This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
Sample assignment descriptions
A collection of assignment descriptions from actual USC courses. The assignment descriptions follow best practices in terms of connecting the assignment to the course learning objective(s), providing a narrative overview of the assignment, indicating the steps required to complete the assignment, and referencing how the assignment will be graded.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
Writing learning objectives
A concise how-to process for developing specific and measurable course learning objectives. Intended as an introduction for new instructors or a reminder for experienced instructors.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
Creating a rubric
A stepwise procedure for creating a grading rubric.
Sources: CET | Formats: Videos | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
Critical studies strategies to decolonize art and design
Faculty showcase presentation by Amelia Jones. A resource on how to create inclusive curriculum by decolonizing course and program content.
Sources: USC Faculty | Formats: Videos | Audience: Faculty, Staff, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM