Use of social media in academic courses
Use of social media platforms in academic courses. Specifically, considering requiring students to post on social media platforms that are not secured by USC, such as through Shibboleth verification.
Use of social media platforms in academic courses. Specifically, considering requiring students to post on social media platforms that are not secured by USC, such as through Shibboleth verification.
A comparison chart of test question types that outlines the purpose of each question type, or why you would elect to use that type of question on a test. The chart also includes tips for writing each type of question. The set of reflection prompts can be used as a final check of each question you have designed.
A sample form for use by students when they are observing other students’ class presentations, focusing on constructive suggestions for improvement.
An outline of the process for facilitating an icebreaker activity in class, and several icebreaker formats that can be used in onground and online courses.
A description of how almost any class activity typically led by an instructor can be led by students as an active learning experience, sample activities, and how to structure such an activity.
A step-by-step guide to access the Independent Review Resources for Online Teaching in Blackboard. There are three organizations available, depending on your USC role.
This resource provides context on why discussing political issues with students is important, techniques to facilitate these discussions, scenarios and language to help you manage the conversation, and additional resources.
A general structure and options for case-based role play activities and assignments.
A summary of a research-supported model of instructor authority.
A description of a five-step model that instructors can use in designing in-class reflective assignments.