Center for Excellence in TeachingChallenging discussions 1: Welcome and introduction
An introduction to the CET Challenging Discussions series and the principles guiding its development.
Resources: Arts
Facilitating a norming session for peer review
A description of a norming session, and a recommended facilitation process for holding a norming session that prepares faculty to peer review their colleagues’ syllabi, teaching, and other instructional practices.
Types of assessment
This resource describes different categories of assessments and provides common examples of each. It also discusses the various roles assessment can play in teaching and learning, including options for providing feedback to students. The terms assessment and assignment may be used interchangeably.
The Flipped Classroom: A Research Perspective
An overview of the flipped classroom, its pros and cons, and a bibliography of relevant research.
Netiquette considerations
“Netiquette” or “internet etiquette,” describes the recommended communication and behavior of online communication. Having a netiquette policy for your course can help minimize the chances of miscommunication and perceived disrespect.
Universal design for learning (UDL)
A brief overview of Universal Design for Learning (UDL) and its connection to USC course design and teaching.
TA decision guide
This document is a job aid to assist TAs with supporting students who may be in the following situations. For each situation, required or recommended actions are specified.
Summative peer-evaluation processes
Flowcharts outlining faculty peer-evaluation processes
Strategic questioning techniques for discussion
A guide on how to use the strategic questioning process and strategic questions, with sample questions for each step of the process, for class discussions that may become challenging because they touch on personal or social change.
Six myths about peer review of teaching
Let’s look at some common myths about PRT and explore the realities behind those myths.