This asynchronous syllabus review checklist was developed to include recommended course design practices relevant to most teaching environments at USC; it is editable so that schools may add or delete items to customize it to their needs.
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.
An overview of the flipped classroom, its pros and cons, and a bibliography of relevant research.
“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.
A brief overview of Universal Design for Learning (UDL) and its connection to USC course design and teaching.
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.
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.
An explanation of how to facilitate an in-class active learning technique using a guest speaker, either live or recorded, for any size class.
This document introduces some options for developing and administering online assessments.
Considerations for administering exams online as open-book or take-home exams.
Center for Excellence in Teaching