An introduction to Bloom’s Taxonomy and its use in designing course learning objectives and assessments.
Resources: Course design
This template ties an assignment to the course learning objective it is meant to measure, briefly describes the assignment essentials, outlines the steps to complete the assignment, and references the grading rubric that will be used to assess the assignment.
Presents ways to foster a more LGBTQ+ (lesbian, gay, bisexual, transgender, queer, plus) inclusive learning environment, available USC support services, and suggested online resources.
A list of web sites that provide access to images that can be used in instructional materials, such as presentation slide decks, documents, and web sites. All listed sites provide free images, which are also copyright-free. Some sites have requirements for use, such as attribution of the author.
A stepwise procedure for implementing mid-semester surveys of students directed toward the improvement of a course, plus some tips on survey question creation.
A set of tips for instructors who are teaching courses with large enrollments (greater than 30), intended to minimize faculty time requirements and workload while simultaneously maintaining student learning. These tips apply for courses of any delivery type: online, hybrid, or face-to-face.
Considerations and ideas for implementing critiques in your course. This resource is applicable to various disciplines and modalities. Critiques might also be referred to as peer review, review, analysis, evaluation, assessment, appraisal, criticism, or critical commentary.
Considerations and statements that can be included in a course’s set of community agreements, discussion norms, rules, or expectations. This is not a list of best practices, but a collection of community agreement statements that are commonly used in various disciplines.
A list of five detailed tips for addressing the specific needs of students who were not raised in American culture.
A collection of 15 active learning tips and techniques to try during class time in any size class for the purpose of breaking up time spent lecturing and/or making class time more student-centered. This resource applies to both face-to-face classroom courses and synchronous online course sessions.