Flipped course design
An introduction to the flipped course, a course design style that is more consistent with theories of human learning than traditional lecture-style courses and supported by educational research.
An introduction to the flipped course, a course design style that is more consistent with theories of human learning than traditional lecture-style courses and supported by educational research.
This document is a job aid to assist faculty, including online faculty, with supporting students who may be in the following situations. For each situation, required or recommended actions are specified.
An introduction to instructor feedback, including examples.
A compilation of teaching techniques and strategies that can minimize unproductive stress in students and support students who are dealing with trauma.
This resource provides an explanation of a hybrid streaming course design model, sometimes referred to as HyFlex, and faculty considerations for course planning and design.
A review of instructor and student-led types of academic discussion, and specific processes for how each type may be conducted during class.
A description of five in-class activities that promote active learning in classes with large student enrollments. Though the activities work particularly well in large classes, they may be used in any size class.
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.