The aim of the FCTL is to promote the enhancement of teaching and learning environments across different teaching modalities, improve student learning outcomes by providing guidance and support toward the understanding and implementation of best practices, and provide support in the creation and implementation of assessment plans for programs and classrooms.
One of the most common tasks when designing a new course, or converting an existing course, is assessing and revising the learning objectives. This resource provides “instructions in a nutshell” for assessing and revising your course learning objectives.
What do we know about how people learn best? If there was something you could do—a practice to implement in your courses that would have a significant impact on student learning, wouldn’t you be eager to give it a try?
Assessments should reveal how well students have learned what we want them to learn while instruction ensures that they learn it. Assessments, learning objectives, and instructional strategies need to be closely aligned to reinforce one another.
University faculty are expected to motivate students to learn, while being highly engaging in the classroom (virtual or seated). Read on to discover strategies for developing and asking good questions.
When revising your learning objectives take care to align it to the appropriate level expected from your students. Bloom’s Taxonomy of the cognitive domain is generally used to describe levels of student comprehension or learning.
These resources are designed to provide opportunities for continued professional development for faculty in teaching, research and service. The university also recognizes the need to pursue initiatives to make professional endeavors more exciting, rewarding, and effective.
Rubrics are essential to the assessment process. A rubric goes far beyond simply assigning a set of points or a letter grade to student work.
What is the Critical Thinking Star and when should I use it? How should I use the Critical Thinking Star?
Missouri State University and the Faculty Center for Teaching and Learning are committed to supporting faculty and staff as they strive to proactively address learning barriers for all students and strive to create inclusive learning environments.