Toolkit and Resources for Hybrid Instruction

As faculty transition to hybrid models, they will need to think about the pedagogical tools that they previously used during their in-person classes, and what parallel tools can be used in an online or hybrid context.

We recommend the following resources as a starting point to aid faculty and programs to learn more about the various tools and guides for maximizing our teaching effectiveness, whether in-person, online, or hybrid model.

USC Center for Excellence in Teaching Resources

Vetted and Recommended YouTube Channel for Teaching Effectively Online

Michael Wesch – Summary of his 10 tips for online teaching:

  • Tip #1 – Simplify the structure1:59
  • Tip #2 – First impressions matter3:27
  • Tip #3 – Justify your decisions3:50
  • Tip #4 – Built community with video introductions4:34
  • Tip #5 – Consider having a discussion about discussions5:03
  • Tip #6 – Weekly overviews5:22
  • Tip #7 – Don‘t waste their time7:46
  • Tip #8 – Read to them8:32
  • Tip #9 – Respond freely8:56
  • Tip #10 – Get feedback9:36

Resources from USC Rossier School of Education’s Instructional Design Team shared by Lisa Evans, Tara Harding, Hubert Wang

  • Seven Principles of Good Practice: A resource from our IDT team that looks at Chickering & Gamson’s good teaching practice framework through an online teaching lens
  • Course design plans should include review through a Universal Design for Learning lens to meet the needs of all students, as UDL isn’t just about accessibility

Resources from USC Leonard Davis School of Gerontology shared by John Walsh

  • Useful tips for optimizing the use of ZOOM 
    • Large courses are staffed with multiple TA’s that were able to monitor ongoing chat in ZOOM that did not require stopping of the lecture, while at the same time when a students asked a question of the professor in chat, the TA’s would open their microphone and tell the professor that the students had a question. The TA’s would also admit students that had to join the class late so as not to interrupt the professor.
    • ZOOM Bombing: Course make an immediate list of ZOOM student names and students will be held to the standard of their names. Professors and TA’s are required to study and learn student names in order to recognize odd names requesting “admit”. TA support is also a form of security to guard against ZOOM bombing. TA’s are assigned with a duty for surveillance and instant elimination of ZOOM bombers.
    • The professor is to use the “gallery view” when they would start the class to have casual conversation with all the students to generate a feeling of a residential classroom. The same approach could be used during breaks and at the end of class.
    • Video used to complement the lecture would be “shared” optimizing for sound and for screen.
    • Tips and recommendations for maximizing use of breakout rooms in Zoom:
      1. For office hours
      2. For small group discussion of 6 students or less
      3. For collaborative discussion board posting
      4. For collaborative quiz taking
      5. Breakout rooms were an opportunity to put students who were friends together, but also by using the random assignment choice, for students who did not know each other an opportunity to get to know each other.
      6. Instructors and TA’s are encouraged to jump from Breakout Room to Breakout Room during these sessions as means to get to know them all.
      7. It is crucial to break up the monotony and to keep their attention. Have discussion board breaks where you play music. Try and have fun – watch this and you will see what I mean.

      8. Remember it is our privilege as professors to be their mentors.

Resources from USC Libraries shared by Dean Catherine Quinlan

Last updated June 2020