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.
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.
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.
This guide serves as an explanation of using in-class work to evaluate student participation, and why in-class work is preferred over less-structured forms of participation. Suggestions for facilitating in-class work, and samples, are provided.
Overview of a generalized process for accomplishing faculty peer review.
An introduction to the flipped course, a course design style that is more consistent with theories of human learning than traditional lecture-style courses and supported by educational research.
This document is a job aid to assist faculty, including online faculty, with supporting students who may be in the following situations. For each situation, required or recommended actions are specified.
A description of a norming session, and a recommended facilitation process for holding a norming session that trains multiple TAs of the same course to grade consistently using a rubric.
An introduction to instructor feedback, including examples.
A compilation of teaching techniques and strategies that can minimize unproductive stress in students and support students who are dealing with trauma.
Center for Excellence in Teaching