Writing course-specific policies
A description of the process for writing or revising course-specific policies, and examples of communication, technology, and in-class work policies.
A description of the process for writing or revising course-specific policies, and examples of communication, technology, and in-class work policies.
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.
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.
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.
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.
A video describing Cognitive Task Analysis (CTA) and how it can be applied to assignment descriptions.
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.