Resources: Arts
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Examples of how residential experiences may be planned, and a list of considerations for instructors who will be teaching residential experiences—meaning that they will teach students in person in a physical classroom at least part of the time during the semester and following university and departmental guidelines for physical distancing.
Sources: CET | Formats: Word document | Audience: Faculty | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
An explanation of how to facilitate an in-class active learning technique using a guest speaker, either live or recorded, for any size class.
Sources: CET | Formats: Word document | Audience: Faculty | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
This document introduces some options for developing and administering online assessments.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
Considerations for administering exams online as open-book or take-home exams.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
A checklist of the content recommended for the first day of holding a section in a new semester. The checklist is appropriate for both classroom and online courses.
Sources: CET | Formats: Word document | Audience: TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
A collection of tips for promoting effective groupwork, a sample form for having students in a group evaluate the level of participation form group members, and recommendations for further resources.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
This is a guide for both the instructor submitting student work samples, and the reviewer evaluating the instructor’s graded student work samples.
Sources: CET | Formats: Word document | Audience: Faculty | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
A description of the process for writing or revising course-specific policies, and examples of communication, technology, and in-class work policies.
Sources: CET | Formats: Word document | Audience: Faculty | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
This resource is your step-by-step guide to begin a conversation with the student in a way that shows you care. You don’t need to be a therapist, but you can be kind and supportive while maintaining appropriate boundaries.
Sources: CET, Other USC | Formats: Word document | Audience: Faculty | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
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.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
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