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.
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.
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.
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.
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 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.
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.
Center for Excellence in Teaching