SSCI 693, Practicum in Teaching the Liberal...
Transcript of SSCI 693, Practicum in Teaching the Liberal...
SSCI693,PracticuminTeachingtheLiberalArtsSyllabusUnits:2Term—Day—Time:Fall2017–TBA–TBALocation:TBAInstructor:RobertO.Vos,PhD,GISPOffice:AHF57BRegularOfficeHours:MonandWed10a.m.-11a.m.PT.Alsoavailablebyappointmentviaemail.
ContactInfo:[email protected],213-821-1311,www.bluejeans.com/2418690355LibraryHelp:SherryMoselyOffice:VKCB40COfficeHours:ByappointmentContactInfo:[email protected],213-740-8810ITHelp:RichardTsungOffice:AHF146OfficeHours:ByappointmentContactInfo:[email protected],213-821-4415(office)
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CourseScopeandPurposeThiscourseisdesignedtobetakenconcurrentlywiththefirstsemesterthatagraduatestudentservesasateachingassistant.Assuch,itfocusesonreadingsandpracticalexercisesthatoftendo“double-duty”withpreparationoflabsordiscussionsectionsandgradingtasksthatmustbeaccomplishedinthenormalflowofasemester.Thefirsthalfofthecoursefocusesonquickpreparationofkeyskillsneededtorunsuccessfuldiscussionsectionsandlabs.
Althoughthefirsthalfofthecoursesfocusesonpracticalskillsforteachingassistants,theoverarchinggoalofthecourseistoprovideaspringboardforstudentstobecomethoughtfulscholar-teacherswhowillsoonmeetwithsuccessasprimaryinstructors.Thus,thesecond-halfofthesemesterbeginsbyreflectingontherelationshipbetweenteachingandresearch.Itfocusesfurtheroncoursedesign,syllabuspreparation,assignmentdesign,anddiscussionofhowthepracticeofgradingconnectswithassignmentdesign.ThefinalprojectforthecourseistoproduceasyllabusthateitherrevisesanexistingSSCIcourseorproposesanewcourseinalignmentwiththestudent’sresearchandteachinginterests.
LearningOutcomes
Oncompletionofthiscourse,studentsshouldbeableto:• Comfortablyandsuccessfullyrelatetoundergraduatestudentsfromdiverse
backgrounds.• Keepalabsectionontracktocompletealabusingrequiredsoftwareandproduce
laboratoryreportsthatshowmasteryoflearningobjectives.• Demonstratearepertoireoftechniquesforleadingandadvancingclassroomdiscussion.• Confidentlyassistwithhandlingissuesoflearningdisabilities,academicintegrity,and
theundergraduatestudent’ssocialandintellectualdevelopmentthatmayariseinatypicalGeneralEducation(GE)courseorupperdivisiondepartmentalcourse.
• DevelopasyllabusandsampleassignmentsforanundergraduatecourseinthedomainofPopulation,Health,andPlacethatcanbeusedaspartofateachingportfolioonthejobmarketandinearlyteachingexperiences.
Prerequisite(s):NoneCo-Requisite(s):NoneConcurrentEnrollment:NoneRecommendedPreparation:None
CourseStructureThiscourseencompassesboththegeneralskillsneededtoteachsuccessfullyinundergraduateliberalartssettingsandreflectsonthespecialopportunities,challenges,andtechnologiesthatareengagedinlearningspatialthinkingandbuildingspatialcitizenship.Manydisciplines,evengeographyforexample,havetakena“spatialturn”inthepasttwodecades,drivenbynew
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conceptsorientedaroundspaceandplace,powerfulnewanalyticaltools,andaburgeoningmultitudeofspatialdatasetswithrapidlyincreasingprecisionandaccuracy.
Inadditiontospecificindividualworkonthefinalprojects,allstudentsinthisclasswillparticipateinseveralcommoncomponentsincludingleadingdiscussionsofcoursereadingsandpracticalactivitieslikecarefullyguidedobservationoflectures,discussionsections,andlabs.Also,studentswillpracticeteachingskillsduringclassmeetings,likerunningfirstclassmeetings,givinglectures,andgradingaccordingtorubrics.
Workload–Thisisatwocredit,onesemestercourse.Studentsshouldexpecttospend2hoursintheclassroomandfourhoursoutsideofclass.Everyeffortwillbemadetoensurethatthehoursspentoutsideofclassarerelevanttoaccomplishingcoterminousteachingassistanttasks.
TechnologicalandCommunicationRequirementsAllcoursematerialswillbeorganizedthroughBlackboard.Themaintheoreticalconceptswillbeprovidedthroughassignedreadings.Studentsinthiscourseshouldhaveatminimumabasic,workingknowledgeoftheArcGISsoftwaresuite.ThecomputertechnologiesrequiredforthisclasscanbefoundintheSSIlabsandcomputersormaybeaccessedthroughtheSSIserveratthestudent’sowndesktoporlaptopcomputer,providedthatafastInternetconnectionisavailable(DSLataminimum).RelativetoothercoursesinyourPh.D.program,workonArcGISisnotexpectedtobeamajorcomponentofactivityinthiscourse.However,whenitisrequired,youcanaccesstheSpatialSciencesInstituteserverat:https://gistonline.usc.edu/.Ifyouareunabletoconnecttotheserverorexperienceanytypeoftechnicalissuesandneedsupportincarryingoutyourteachingassistantduties,sendanemailtoRichardTsung([email protected])andmakesuretocopy(cc)meandtheleadinstructorforyourcourseontheemail.Pleasebesuretobespecificwithrespecttotheproblemyouareexperiencingastechnicalissuesoftenvary.RichardTsungisresponsibleformakingsurethehardwareandsoftwareisoperatingproperly,butquestionsabouthowtousethesoftwareareansweredbySSIfaculty.
RequiredReadingsandSupplementaryMaterialsTherequiredtextbooksforthiscourseare:
• Curzan,Anne,andLisaDamour.2011.FirstDaytoFinalGrade:AGraduateStudent’sGuidetoTeaching.3rded.AnnArbor,MI:TheUniversityofMichiganPress.(~$20-30paper;ISBN978-0-472-03451-2)
• Nilson,LindaB.2016.TeachingatItsBest:AResearch-BasedResourceforCollegeInstructors.4thed.SanFrancisco,CA:Jossey-Bass.(~$30-40paper;ISBN978-1-119-10780-4)
• Solari,OsvaldoMuniz,AliDemirci,andJoopvanderSchee,eds.2015.GeospatialTechnologiesandGeographyEducationinaChangingWorld:GeospatialPracticesandLessonsLearned.NewYork,NY:Springer.(~$60-70hardcover,ISBN978-4-431-55518-6,
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andasane-bookattheUSClibrary:https://libproxy.usc.edu/login?url=http://link.springer.com/10.1007/978-4-431-55519-3
Supplementaryreadingswillbeassignedfromvarioussourcesincluding:
• Carroll,DavidW.2012.“EthicalConsiderationsinProvidingAccommodationsforStudentswithDisabilities.”InTeachingEthically:ChallengesandOpportunities,editedbyEricLandrumandMaureenA.McCarthy,125-135.Washington,D.C.:AmericanPsychologicalAssociation.
• Harrell,Maralee.2005.“GradingAccordingtoaRubric.”TeachingPhilosophy28,no.1:3-15.
• Domenech-Rodriguez,MelanieM.andScottC.Bates.2012.“AspiringtoEthicalTreatmentofDiverseStudentPopulations.”InTeachingEthically:ChallengesandOpportunities,editedbyEricLandrumandMaureenA.McCarthy,101-123.Washington,D.C.:AmericanPsychologicalAssociation.
• Johns,AnnM.,andMaurrenKellySipp.2004.DiversityinCollegeClassrooms:PracticesforToday’sCampuses.AnnArbor,MI:UniversityofMichiganPress.
• Longcore,Travis.2016(Forthcoming).“GISTinUndergraduateCapstoneResearchProjectsinEnvironmentalScience.”InSTEMandGISinHigherEducation,editedbyDavidJ.Cowan,##-##.Redlands,CA:EsriPress.
• Prokosha,Vincent.2012.“StrategiesforEncouragingEthicalStudentBehavior.”InTeachingEthically:ChallengesandOpportunities,editedbyEricLandrumandMaureenA.McCarthy,79-88.Washington,D.C.:AmericanPsychologicalAssociation.
• Ruscio,KennethP.2013.“WhatDoesItMeantoBeaTeacher-Scholar?”PeerReview15,no.3(Summer):27-28.
• Warshawsky,Daniel.2016(Forthcoming).“TeachingGISintheClassroom:StoryMapsasaCaseStudy.”InSTEMandGISinHigherEducation,editedbyDavidJ.Cowan,Chapter10.Redlands,CA:EsriPress.
DescriptionandAssessmentofAssignments
WeeklyAssignments
Thefollowingassignmentsinthiscoursewillbeassessedquicklyandthoroughlytoensureprogressandconfidenceintheclassroom.
DiscussionLeadership–4worthatotalof12points.Fromweeks2-12,eachstudentwillleaddiscussionsonreadingsassignedforfouroftheweeks.Theseweeksandspecificreadingswillbeidentifiedatthefirstmeetingoftheclass.
LessonPlans–2worthatotalof10points.Inthesetwoassignments,studentwillprepareonelectureandonelab.FortheLessonPlan#1assignment,studentsmustcreatethelessonplanforeitherthediscussionorlabtheywillleadduringWeek2ofthesemester.FortheLessonPlan#2assignment,studentsmustpreparealessonplanforwhichevertypeofclasssection,lectureorlab,theydidnotprepareforthefirstassignment.
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ShortLecturePresentation–1worth5points.Inthisassignment,studentswillpreparea10-minutelecturesuitableforanundergraduateaudience.Thetopicisopentoeachstudent’schoice,butsomesynergymaybeachievedbypickingaconceptwhichwillneedtobecoveredinadiscussion,lab,orexamreviewsessionlaterinthesemesterinalectureformat.
GradingRubric–1worth5points.Studentswillprepareagradingrubricforasampleundergraduatewritingassignment.Therubricswillbediscussedinclass,andthenasinglefinalrubricwillbeconstructed.Duringourclassmeeting,sampleundergraduateresponseswillbegradedaccordingtothefinalrubricforcomparison.
Scholar-TeacherCareerMap–1worth5points.Studentswillidentifyanexemplary,seniorscholar-teacherintheirfieldandwillmakeaconceptualmapofthisindividual’scareerpath.Themapswillbebasedonreviewofcurriculumvita,biographicalstatements,personalwebsites,syllabi,andpublicationstoconveyanunderstandingofanywaysinwhichtheexemplar’sresearchhasinformedhisorherteachingandviceversa
ObservationReport–1worth5points.StudentswillwriteashortreportbasedonvisitingaUSCundergraduateclassthatreflectsontheteachingmodesandmethodsemployedbytheinstructorandthatreflectsonsuccessesandareasforimprovement.
TeachingPortfolioOutline–1worth5points.Studentswillprovideanoutlineforateachingportfoliotouseonthejobmarket.Theoutlinewillincludebothpreviousteachingexperienceandevidenceofteachingsuccess(ifany),aswellasanticipatedexperienceanddocumentationofclassroomperformance.Themajorobjectiveistoorganizestudentstodevelopandgatherdocumentstheywillneedfortheacademicjobmarket.
ClassParticipation–1worth8points.Studentsareexpectedtocarefullyreflectoneachweek’sreadingandarriveatclasspreparedtocriticallydiscusskeyconceptsinrelationtotheirworkasteachingassistantsandtheassignmentsinthiscourse
FinalProject
Thefinalprojectinthiscoursewillconsistofaplanninganewcoursethatyouwouldliketoteachearlyinyourcareer.ThefourcomponentsoftheProjectare:
SketchofSyllabus–5points.Studentswillproduceasketchoftheundergraduatecoursetheywilldevelopfortheirfinalproject.Studentswillwriteadraftofthecoursedescription,learningobjectives,andanabbreviatedbulletlistofweeklytopics.Studentswillalsogiveanoralpresentationofthissketchduringclassintheweekinwhichitisdueforseminardiscussion.
GeospatialTechnologySampleAssignment-5points.Studentswilloutlineasampleassignment,suchasalaborfieldexercise,thatusesgeospatialtechnology.Theexacttypeofsampleassignmentisflexible,butthesampleassignmentshouldplayawell-definedroleinoneofthelearningobjectivesfortheproposedcourseinthefinalproject.Theassignmentshouldidentifyeither“canneddatasets”thatcouldbepreparedforthestudentsfromexistingdataresourcesorclearlyreferencethestepsstudentswouldtaketoaccessanduseexistingdataresources.
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AlternativeSampleAssignment–5pts.Studentswillproduceasampleassignmentortestthatdoesnotdirectlyusegeospatialtechnology.Atthispointinthecourse,studentswillhavebeenintroducedtoavarietyoftypesofteachingmethodsandassociatedassignments.Theexacttypeofsampleassignmentisflexible,butthesampleassignmentshouldplayawell-definedroleinoneofthelearningobjectivesfortheproposedcourseinthefinalproject.Thealternativesampleassignmentwillalsoincludeaproposedgradingrubric.
AlternativeTeachingMethodDemonstration-5points.Studentswillpreparealessonusingalearner-centeredteachingmethodoftheirchoiceotherthandiscussionorlab.Thelessonshouldplayawell-definedroleinoneofthelearningobjectivesfortheproposedcourseinthefinalproject.Thestudentshouldprovideabriefwrittendocumentofthelearningobjectivesandteachingmodesinvoked.Thelessonwillbetaughtduringourclassmeetingandwhateverwrittenmaterials(ifany)arerequiredtoexecutethelessonshouldbesubmittedatclass.
FinalProjectWritten-15points.Thisdocumentwillconsistofafullydevelopedsyllabusandrevisionsofwrittencomponentsofthegeospatialtechnologysampleassignment,thealternativeteachingmethodpresentation,andthealternativesampleassignment.ThesyllabusshouldsuitabletoenterthecurriculumreviewprocessatUSCoranotherinstitution,anditmustbepreparedaccordingtoUSCandSpatialScienceInstituteformattingrequirements.Itwillbeevaluatedforoverallqualityandinnovationincoursedesign.
FinalProjectPresentation-10points.Studentswillgiveabrieforalpresentationoftheircourseandhowitconnectswiththeirresearchinterestsaspreparationforjobinterviews.Thepresentationwillbeevaluatedbyhowcompellingacasestudentcanmakethattheproposedcourseiscoherentlylinkedtohisorherresearchinterests.
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GradingBreakdownAssessment Number PointsEach TotalPoints
WeeklyAssignmentsDiscussionLeadership 4 3 12LessonPlans 2 5 10ShortLecturePresentation 1 5 5GradingRubric 1 5 5Scholar-TeacherCareerMap 1 5 5ObservationReport 1 5 5TeachingPortfolioOutline 1 5 5ClassParticipation 1 8 8
ProjectComponentsSketchofSyllabus 1 5 5GeospatialTechnologySampleAssignment 1 5 5
AlternativeTeachingMethodDemonstration 1 5 5
AlternativeSampleAssignment 1 5 5FinalProject(Presentation) 1 10 10FinalProject(Written) 1 15 15
Total 18 - 100points
AdditionalPoliciesAsuccessfulpracticumdependsonthepreparationandparticipationofstudentsateachclassmeeting.Forleadingdiscussionsofcoursereadings,studentsshouldstrivetoconsiderthefollowing:
• Centraltheme–organizeyourpresentationintermsofcentralthemesormainpointsinthereadingsyouarecovering.Pleaserelatethereadingtothethemeofthatweek’sclass,yourongoingexperiencesasateachingassistants,andwithassignmentsinthiscourse.
• Connectionstoteachinginourdiscipline–thinkofthecentralthemesintermsofwhattheymeanforteachinggenerallyinthespatialsciencesandspecificallyinthedomainofPopulation,Health,andPlace.
• CriticalEvaluation–carefullyassessthepracticalimplicationsoftheteachingmethodsandideasinthereading.
• Questions–raisequestionsandideasneedingclarification.
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CourseSchedule
Topic ReadingsandAssignments Deliverables/DueDates
Week1
8/21
Introduction:Introductiontothecourseandtolessonplanning.Preparationforintroducingyourselftoyourstudents.Initialsurveyofspatialthinkingineducation.
CurzanandDamor(2011),Ch.1-3
Nilson(2016)Ch.7
Solarietal.(2015)Ch.3
Week2
8/28
LeadingDiscussionsandLabs:Discussionofcommonprinciplestosuccessfullyplanandleaddiscussionandlabsectionsthatcomplementlecturesections.
CurzanandDamor(2011),Ch.4-5&pages107-113
Solarietal.(2015),Ch.7
Nilson(2016)Ch.9&13
LessonPlan#1
Week3
9/5*
*Monday,9/4isauniversityholiday
EngagingStudents:Reflectiononteachingtodate,includinghowtodrawouttaciturnstudents.Activity:Shortlecturepresentationswithfacultyfeedback.
Nilson(2016)Ch.1,12,&23
LessonPlan#2
ShortLecturePresentation
Week4
9/11
Grading:Keyprinciplesofstudentfeedbackandgrading.Theuseofgradingrubricsforconsistencyandefficiency.Activity:Parallelgradingusingarubricwithcomparison.
CurzanandDamor(2011),Ch.6-7
Nilson(2016)Ch.27
Harrell(2005)GradingAccordingtoaRubric
GradingRubric
Week5
9/18
TheScholar-Teacher:Therelationshipbetweenresearchandteachinginthespatialsciences,strategiesfortimemanagement,andcoursedesign/syllabuspreparation.Activity:Brainstormforthefinalproject.
Nilson(2016)Ch.2-3&5
CurzanandDamour(2011)Ch.11
Solarietal.(2015)Ch.4
Ruscio(2013)WhatDoesitMeantoBeaTeacher-Scholar?
Scholar-TeacherCareerPathMap
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Topic ReadingsandAssignments Deliverables/DueDates
Week6
9/25
UsingInstructionalTechnology:Technologyacrossmodesofinstructionandtheroleoftechnologyinthe“flippedclassroom.”
GuestSpeaker:USCCenterforScholarlyTechnology
Nilson(2016)Ch.4
SketchofFinalProjectSyllabus
Week7
10/2
UsingGeospatialTechnologyinInstruction:Asurveyemergingopportunitiesandchallengesgeospatialtechnologiesandtwopracticalexamplesofuseoftechnologywithundergraduates
Solarietal.(2015)Ch.15&17
Warshawsky(2016)TeachingGISintheClassroom:StoryMapsasaCaseStudy
Longcore(2016)GISTinUndergraduateCapstoneProjectsinEnvironmentalSciences
GeospatialTechnologySample
Assignment
Week8
10/9
AlternativeTypesofTeachingModesandMethods:Thisweekwediscussarangeofmodesofandmethodsofinstructionotherthandiscussion,lecture,orlabs(e.g.,inquiry-guidedlearning,casemethods,problem-basedlearning,andthesisadvising.)Activity:Studentswilldesignandateachashortlessonusinganalternativeteachingmethod.
Nilson(2016)Ch.16-19,25,&22
AlternativeTeachingMethodDemonstration
Week9
10/16
TypesofAssignments:Thisweekwillconnectassignmentstoteachingmethodsandstudentfeedback.Wewillcoverexams,experientialassignments,andteamprojects.
Nilson(2016)Ch.14,15,20,21&26
AlternativeSample
Assignment
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Topic ReadingsandAssignments Deliverables/DueDates
Week10
10/23
AcademicIntegrity:Keytoolsandapproachesforreducingacademicintegrityviolations,USC’sSJACSprocess
GuestSpeaker:DonnaTurner,USCSJACS
Nilson(2016)Ch.10
Prohaska(2012)StrategiesforEncouragingEthicalBehavior
Week11
10/30
TeachingInclusivelyforDiverseStudentPopulations:Wewillconsiderthechallengesandhowtoleveragethevirtuesofdiversitytoenhanceleaning.Herewillconsiderdiversityinitsbroadestpossiblesensetoincluderace,class,culture,religion,language,gender,sexualorientation,anddisability
GuestSpeaker:TBDUSC’sDisabilityServicesandPrograms
CurzanandDamor(2011),
Ch.8
JohnsandSipp(2004)DiversityinCollegeClassrooms,PrefaceandCh.1-3
Domenechetal.(2012)AspiringtoEthicalTreatmentofDiverseStudentPopulations
Carroll(2012)EthicalConsiderationsinProvidingAccommodationsforStudentswithDisabilities
Week12
11/6
ClassroomObservations(NoClassMeeting)
ObservationReport
Week13
11/13
TeachingAssessments:Discussionofstrategiesandtoolstoassessandimprovequalityofteaching.
CurzanandDamour(2011)
Ch.9
Solarietal.(2015)Ch.12
Nilson(2016)Ch.28
Week14
11/20*
*11/22-11/26isauniversityholiday
TeachingPortfolios:Discussionoftheroleofteachingportfoliosandtheyourownplanstodevelopthem.
CurzanandDamour(2011)Ch.10
PortfolioOutline
Week15
11/27Classesend12/1
TheScholar-TeacherRevisited:Howwillteachingcomplementresearchandresearchcomplementteachinginyourcareerpath?
PresentationofFinalProjects
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Topic ReadingsandAssignments Deliverables/DueDates
StudyDays
12/2-5
Meetingswithleadinstructorstodiscusspolicies,procedures,andtimelineforsubmittingfinalgrades.
ExamWeek
12/6-12/13
Meetingswithleadinstructorstodeterminefinalgrades.
StatementonAcademicConductandSupportSystems
AcademicConduct
Plagiarism–presentingsomeoneelse’sideasasyourown,eitherverbatimorrecastinyourownwords–isaseriousacademicoffensewithseriousconsequences.PleasefamiliarizeyourselfwiththediscussionofplagiarisminSCampusinSection11,BehaviorViolatingUniversityStandardshttps://policy.usc.edu/student/scampus/part-b/.Otherformsofacademicdishonestyareequallyunacceptable.SeeadditionalinformationinSCampusanduniversitypoliciesonscientificmisconduct,http://policy.usc.edu/scientific-misconduct.
Discrimination,sexualassault,andharassmentarenottoleratedbytheuniversity.YouareencouragedtoreportanyincidentstotheOfficeofEquityandDiversityhttp://equity.usc.eduortotheDepartmentofPublicSafetyhttp://adminopsnet.usc.edu/department/department-public-safety.ThisisimportantforthesafetyofthewholeUSCcommunity.Anothermemberoftheuniversitycommunity–suchasafriend,classmate,advisor,orfacultymember–canhelpinitiatethereport,orcaninitiatethereportonbehalfofanotherperson.TheRelationshipandSexualViolencePreventionServiceshttp://engemannshc.usc.edu/rsvp/provides24/7confidentialsupport,andthesexualassaultresourcecenterwebpagehttp://sarc.usc.edudescribesreportingoptionsandotherresources.
SupportSystems
AnumberofUSC’sschoolsprovidesupportforstudentswhoneedhelpwithscholarlywriting.Checkwithyouradvisororprogramstafftofindoutmore.StudentswhoseprimarylanguageisnotEnglishshouldcheckwiththeAmericanLanguageInstitutehttp://dornsife.usc.edu/ali,whichsponsorscoursesandworkshopsspecificallyforinternationalgraduatestudents.TheOfficeofDisabilityServicesandProgramshttp://sait.usc.edu/academicsupport/centerprograms/dsp/home_index.htmlprovidescertificationforstudentswithdisabilitiesandhelpsarrangetherelevantaccommodations.Ifanofficiallydeclaredemergencymakestraveltocampusinfeasible,USCEmergencyInformationhttp://emergency.usc.eduwillprovidesafetyandotherupdates,includingwaysinwhichinstructionwillbecontinuedbymeansofblackboard,teleconferencing,andothertechnology.
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ResourcesforOnlineStudents
TheCourseBlackboardpageandtheGISTCommunityBlackboardpagehavemanyresourcesavailablefordistancestudentsenrolledinourgraduateprograms.Inaddition,allregisteredstudentscanaccesselectroniclibraryresourcesthroughthelinkhttps://libraries.usc.edu/.Also,theUSCLibrarieshavemanyimportantresourcesavailablefordistancestudentsthroughthelink:https://libraries.usc.edu/faculty-students/distance-learners.Thisincludesinstructionalvideos,remoteaccesstouniversityresources,andotherkeycontactinformationfordistancestudents.