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 teaching statement is a written reflection by a faculty member on their teaching experience. This document is a guide for reviewing a faculty peer’s teaching statement. The guide can be adjusted to accommodate school-specific requirements. Faculty preparing their teaching statements for review should have access to the associated template prior to their statement submission.
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.
Use this template to guide the content of your Teaching Statement.
Use this template to guide the content of your Teaching Statement.
Use this template to guide the content of your Teaching Statement.
Links to USC resources to help faculty determine the type of General Education (GE) course they are teaching and the corresponding course requirements, such as reading load and assignment types.