Center for Excellence in TeachingTA 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.
Resources: Teaching
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.
Pedagogical planning for residential experiences
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.
Guest speakers as an active learning opportunity
An explanation of how to facilitate an in-class active learning technique using a guest speaker, either live or recorded, for any size class.
First day of class for TAs
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.
Effective groupwork
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.
What to say: communicating with students who may need additional support
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 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.
Peer feedback form for group presentations
A sample form for use by students when they are observing other students’ class presentations, focusing on constructive suggestions for improvement.
Icebreakers
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.