Resources: Course design
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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.
Sources: CET | Formats: Word document | Audience: Faculty, Staff |
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.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
An overview of the flipped classroom, its pros and cons, and a bibliography of relevant research.
Sources: Other USC | Formats: Word document | Audience: Faculty, Staff, Students, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
“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.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
A brief overview of Universal Design for Learning (UDL) and its connection to USC course design and teaching.
Sources: CET | Formats: Word document | Audience: Faculty, Staff, Students, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
A collection of tips for instructors who are developing rubrics for grading their assignments.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
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.
Sources: CET | Formats: Word document | Audience: Faculty | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
Considerations for administering exams online as open-book or take-home exams.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
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.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
A description of the process for writing or revising course-specific policies, and examples of communication, technology, and in-class work policies.
Sources: CET | Formats: Word document | Audience: Faculty | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
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