This asynchronous teaching observation checklist was developed to include recommended teaching 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.
An overview of the flipped classroom, its pros and cons, and a bibliography of relevant research.
“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.
A brief overview of Universal Design for Learning (UDL) and its connection to USC course design and teaching.
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.
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.
An explanation of how to facilitate an in-class active learning technique using a guest speaker, either live or recorded, for any size class.
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.
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.
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.
Center for Excellence in Teaching