The CVM Teaching Academy has formed Learning Communities based from interest stimulated from workshops or seminars.
“Teaching is more than talking to students and listening to them. Teaching is a process of design, interaction, evaluation, and redesign. Put those two together and you will have a scholarship of teaching …” Lee Shulman, Ph.D., President, Carnegie Foundation for the Advancement of Teaching (Academic Psychiatry, 31:6, Nov-Dec 2007)
In the beginning of each semester an outline will be submitted with the following areas covered:
- Goals of the community
- Future plans - what the group would like to accomplish that semester
By the end of the school year (May) the community will have or has developed a deliverable for the Teaching Academy. To learn more about the goals of the Learning Communities, read the TALC Proposal.
Team Based Learning (TBL):
Facilitator: Dr. Gary Haldorson
Meeting Times & Location: Spring Semester (2016) - 4th Thursday of the Month at 12 pm (Bustad 110J)
The TA Active Learning Community is meeting with the goal of educating ourselves and about practicing active learning effectively in the classroom. Our hope is to develop an online resource that any interested instructor could use to find out more about the various active learning techniques, tips for effective use of techniques in the classroom, and CVM resources for Active Learning. We also hope to create a human resource, beginning with ourselves to support the implementation of Active Learning across CVM.
Facilitator: Dr. Samantha Gizerian
Meeting Times & Location: Spring Semester (2016) - Every 3 weeks on Tuesday at 5 pm (Bustad 110J)
Student Motivation, Attitudes and Metacognition
The Metacognition Learning Community (LC) is focused on exploring how we can get our students better prepared for, and engaged in, regulating their own learning. The learning process includes the ability to critically evaluate one’s own learning styles and needs as well as understanding how to move from novice to expert thinking in a subject area.
Goals: 1) to identify and collate existing resources to assist faculty interested in enhancing their students’ metacognition in didactic classrooms, laboratories, and clinical settings, and 2) to identify faculty at WSU and the institutions served by the Consortium of West Region Colleges of Veterinary Medicine who are using metacognitive assessments in their classrooms.
The deliverables of the Metacognition LC will be new resources for CVM Teaching Academy members that include: i) an identified network of faculty with experience working on student metacognition, and ii) an online toolkit of metacognition related resources for faculty teaching in both the CVM and broader WSU communities.
Facilitator: Dr. William Davis
Meeting Times & Location: Spring Semester (2016) - Every 3 weeks on Thursday at 2 pm (Bustad 110J)
Learning Objectives and Assessment Methods
The Learning Objectives and Assessment Methods Learning Community focuses on best practices for developing learning outcomes and assessing learning outcomes in various contexts. We meet with the goal of educating ourselves about assessment-related topics including, but not limited to, writing learning objectives, backwards design, assessing across the curriculum, assessing in team-taught courses, assessing active learning, assessment and research, and norming on rubrics.
Goals: 1) to identify and collate existing research and resources on assessment of learning outcomes, 2) to share what we’ve learned with the CVM Teaching Academy community
Facilitator: Briana Morrison
Meeting Times & Location: Spring Semester (2016) - Every 3 weeks on Friday at 1 pm (Bustad 404)
Multiple Choice Test Writing - Best Practices:
Goal: Identify or develop a booklet for CVM faculty that offers guidelines designed to improve the quality of multiple-choice test items for assessing student achievement.
Process: This community will assess several existing booklets that offer guidelines for writing effective multiple-choice questions. We will examine several features of multiple-choice test items including: anatomy and design; advantages and limitations; when they should be used; how they measure higher level objectives; varieties such as single correct answer, best answer, etc.; and guidelines for construction of effective test items. If no single booklet meets these features, then the community will create a new booklet that synthesizes the best practices from multiple booklets.
Outcome: Distribution of a CVM TA booklet of guidelines for design of effective multiple-choice questions.
Facilitator: Dr. John Nilson
Meeting Times & Location: TBA
Additional Material: Guidelines for Multiple Choice Exams
Currently, there are limited measures of teaching effectiveness beyond student evaluations. These evaluations have a number of faults and there’s great interest in other ways to identify effective instruction. As peer observation and “coaching” of instruction is one of the CVM Teaching Academy’s named initiatives, this learning community small group will work with that group in training peer coaches, recruiting instructors interested in entering the process, and gaining a working knowledge of options for this type of constructive feedback. In collaboration with the initiative, the Learning Community’s focus will first be reviewing published models for this activity. Later, as this Teaching Academy process gains more momentum, there will be additional opportunities to participate in the emerging Teaching Academy process.
Facilitator:Dr. Phil Mixter
Meeting Times & Location: TBA