December 4, 2019
Volume 3, Number 8
Preparing for Spring 2020 Courses
Hello, Howdy, Ciao!

As we are closing the Fall 2019 semester, I would like to share some information on Course Level Outcomes as we prepare for the Spring 2020 semester. Course Level outcomes are what students are expected to learn in a course (Suskie, 2004). These learning outcomes can also be referred to as student learning outcomes. In building course level outcomes ask yourself some clarifying questions and specify the purpose of your course.

Ask yourself:
  • Why is this course important for students to take?
  • What essential knowledge or skills should the students gain from taking this course?
  • How is this course unique or different from other courses?

After answering these questions work to develop an outline of the expected learning outcomes for the course. What are you working to accomplish and is it clearly specified in the course outcomes?

Answer this question: After completing this course, students should be able to:

In answering the question use measurable objectives presented in simple language that are realistic and achievable, describe what you want your students to learn, and identify how you will know the objective has been achieved through one or more indicators.

Some measurable action phrases/verbs include:
  • Describe and present…
  • Critically review…
  • Recognize the works of…
  • Design a…
  • Determine and apply…
  • Produce a…
  • Develop a…
  • Differentiate among…
  • Correctly classify…
  • Demonstrate…
  • Apply…

The course learning outcome should include:
Students should be able to +behavior + resulting evidence

You can use this template:
“Upon completion of this course students will be able to (knowledge, concept, rule or skill you expect them to acquire) by (how will they apply the knowledge or skill/how will you assess the learning).” (Drexel University 2019)

 Give it a try and if you would like to chat about your course and course learning outcomes don’t hesitate to give me a call at x32603 or send an email to

For more information on Course Level Outcomes visit the following links:
Let’s continue to communicate.

Drexel University (2019). Developing Course Level Outcomes. Office of the Provost. Retrieved from
Jshabatu (2018, March 19). Using Bloom’s taxonomy to write effective learning objectives. University of Arkansas: Teaching Innovation & Pedagogical Support. Retrieved from
Suskie, L. (2004). Assessing Student Learning: A Common Sense Guide . Bolton, MA: Anker Publishing.

– by  Daryl R. Privott, FGSE, FCTL, Morehead State University
What I Love About Teaching Campaign
Hello Educators,
We are looking for your response to the question "What do you love about teaching?"

While enjoying the summer, take a few moments to share your response by clicking the link below:
Events on Campus
Here are opportunities for students (and maybe you) on campus:

MSU Event  :
  • MSU Star Theater - Saturday, December 14, 11am & 1pm, Space Science Center. Every Saturday from September thru June, the Star Theater at MSU’s Space Science Center invites the public to see a full dome planetarium show or laser show!
12th Annual Conference on
Higher Education Pedagogy

February 5-7, 2020  

Virginia Tech/Blacksburg, Virginia, USA   

For information about conference registration and associated fees, visit the conference website:

If you have an interest in attending this conference as part of an MSU cohort, send an email identifying your interest (why), what you hope to gain from the conference, and what you will be willing to share with the MSU community upon your return to
Call for Proposals: The 2020 Pedagogicon
May 15th, EKU
Proposals Due: February 16th

The conference theme, “  Students as Partners in Teaching and Learning,” encourages us to examine and promote students-as-partners strategies for teaching and learning that encourage deep, transferable academic experiences.
Do you have an exceptional strategy to share? Do you have a new theory or practice that might enhance teaching and learning, faculty development, educational practices, or student engagement at your institution and beyond? Presenters are encouraged to engage their audience, so preference will be given to those submissions that specify how this engagement will be provided. The conference will host an opening session on transparency in learning and teaching.

Threads might include but are not limited to:
  • Use of technology to enhance students-as-partners in teaching and learning
  • Creative instructional techniques that engage students in partnership experiences
  • Faculty development initiatives, programs, and processes that promote students-as-partners in teaching and learning
  • New ways to use Scholarship of Teaching and Learning (SoTL) to enhance student partnerships in teaching and learning
  • Strategies for incorporating diversity, culturally responsive pedagogy, and/or inclusive excellence into students-as-partners teaching and learning models and designs
  • High-Impact Educational Practices that enhance students as partners in teaching and learning
  • Student perspectives on partnerships in teaching and learning.

Presenters will also have the opportunity to submit their work for consideration in the annual Proceedings, to be published in late 2020.  

Submit proposals online at .
19th Annual   Posters-at-the-Capitol
March 5th, Frankfort

The   Link to Register  is:
Posters-at-the-Capitol   an event hosted collaboratively by Eastern Kentucky University, Kentucky Community and Technical College System, Kentucky State University, Morehead State University, Murray State University, Northern Kentucky University, University of Kentucky, University of Louisville, and Western Kentucky University, is intended to help members of Kentucky’s legislature and the Governor better understand the importance of involving undergraduates in research, scholarly, and creative work. It provides undergraduates with the opportunity to engage in scholarship, research, and creative work that is important to their educational experience and professional development. We encourage faculty to have their students participate in   Posters-at-the-Capitol to help those in Kentucky who fund higher education understand why these experiences are so important. 
Magna (Online) Webinars
24/7 Professional Development for Faculty
Featured Webinars:

How Do I Give Feedback that Improves Student Writing?
Teaching students to improve their writing can be similar to teaching cats to fetch. Frequently students fail to respond as you demonstrate, encourage and implore. This webinar includes seven novel feedback techniques to motivate students and support real improvement in their writing.

How Can I Enhance the Impact of Feedback in Online Classes?
Feedback is a critical step in the learning process. In this webinar, you will explore how to use feedback to:
  • Grab students’ attention.
  • Help students learn from their mistakes.
In addition, you will learn how to improve online feedback to your students so it is more timely, specific and effective.

Accessing Webinars:

These licensed Magna resources are available through a password-protected website. For access, faculty need to:
  • Log into MSU’s employee portal;
  • Look under the My Classes (Blackboard) section for the Magna Training Site;
  • If Magna isn't showing up in your list of courses, please send a request to be added to
  • When you click on the Magna Training Site, the Blackboard shell will open. Please note, you will be asked to submit a "Terms of Use" agreement before viewing any webinars.

Benefits of Magna Webinars:

I understand that you have a lot on your plate, so let me give you a few reasons why you should consider trying a Magna webinar:
  • Each webinar takes approximately 20 minutes to complete.
  • All webinars are available on your schedule since they are online and easily accessed 24 hours a day, 7 days a week.
  • Webinars include supplemental materials such as bibliographies and handouts.
  • Certificates of completion are available for professional portfolios and Faculty 180.
Ambassadors for Excellence in Teaching
Morehead State University