Center for Excellence in TeachingUse 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.
Resources: Assignment
Student-led discussions for onground and synchronous online classes
A stepwise procedure for implementing student-led discussions, from syllabus design through classroom facilitation. Also included are tips on promoting a positive classroom environment for student-led discussions.
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.
Collaborating with a librarian
A guide on how to request a USC librarian visit for your class, co-plan the active learning assignment students will work through with the librarian, and sample tasks.
Cognitive Task Analysis (CTA)
A video describing Cognitive Task Analysis (CTA) and how it can be applied to assignment descriptions.
Case-based role play
A general structure and options for case-based role play activities and assignments.
Designing reflection assessments
A description of a five-step model that instructors can use in designing in-class reflective assignments.
Advice for assignment descriptions
A video resource describing the purpose of assignment descriptions.
Perusing Perusall: Strategies for active reading, social annotation, and asynchronous discussion
A faculty showcase presentation by Patti Taylor. A demonstration of Perusall and how it can be used in online courses.
Enhancing Asynchronous Learning through VoiceThread multimedia discussions
A faculty showcase presentation by Guilan Siassi. A demonstration on how to incorporate VoiceThread in your course assignments and assessments.