College of Veterinary Medicine

Teaching Academy


As professional development opportunities arise through online seminars, the CVM Teaching Academy will post any material that can be gathered and made available for everyone to view.

July 10, 2014
Giving Peer Feedback on Teaching: Trust, Reciprocity and Data

Hosted by Dr. Roben Torosyan, Ph.D.; Director of Teaching and Learning, Bridgewater State University
Anyone can get better at asking positive, productive feedback questions without overlooking potential problem areas or issues.
A few central strategies and insights can make a marked difference in the way your feedback is received and the improvement that it generates. More simply, this seminar puts feedback in perspective so that you see its potential as a genuine tool for improvement and not as a strictly judgmental process, while acknowledging inevitable judgments.

For further information, see the internal website.

May 8, 2014
Flipping without Flopping

Hosted by Russell Mumper, PhD; Vice Dean, John McNeill Distinguished Professor, Professor, UNC/NCSU Joint Dept. of Biomedical Engineering, The University of North Carolina at Chapel Hill, Eshelman School of Pharmacy
Dr. Russell Mumper hit a roadblock in his core Pharmaceutics class. Having taught the class for nearly a decade, including the last four at the University of North Carolina at Chapel Hill, he noticed that students were increasingly more distracted and the majority of his interaction with students was about core, foundational content.
In addition, every year the class scored an average 80 percent on the cumulative final exam. Faced with a mountain of content, not enough time and distracted students, Dr. Mumper was dissatisfied with the results and decided it was time for a change.
Motivated by how engaged his students were in discussions outside of class and during group work, Dr. Mumper decided to flip his class. By flipping the class, in-class time was used to implement active learning strategies. The UNC Eshelman School of Pharmacy had recorded lectures for four years using lecture capture technology. Using the same technology, Dr. Mumper decided to create a library of recordings of critical core content for his students to view prior to coming to class.
Join us for this complimentary webinar and hear how Dr. Mumper conducted his three-year study on the flipped classroom. Learn:

For further information, see the internal website.

January 29, 2014
Facilitating Clickers Effectively

Hosted by Stephanie Chasteen, University of Colorado, Boulder
In this interactive webinar, we’ll explore research-based tips and ideas for using clickers in a way that allows us to achieve the full benefit of questioning (student engagement and deep learning). Stephanie will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Common challenges will be discussed, tips on getting students to productively argue and reason through the questions will be shared, including ways to encourage all students to speak up in response to questions.
For further information, see the internal website.

January 21, 2014
Helping Introverts Thrive in an Active Learning Classroom ,

Hosted by Dr. Nicki Monahan, M.Ed., faculty advisor for staff development at George Brown College in Toronto
Active learning places a premium on participation and collaboration, and that can put introverts at a disadvantage. Fortunately, there are classroom strategies that take introverts' personalities into account and help level the playing field for students wherever they are on the introvert-extrovert spectrum. Learn about them in Helping Introverts Thrive in an Active Learning Classroom.

June 19, 2012
Engage online students with targeted feedback  

Presented by Jill Schiefelbein

This one hour session focused on online students but these suggestions could also be employed in a face to face class. She discussed the following topics.
  • Prompting involvement in discussion boards
  • Use of discussion boards titled "hallway conversation" to answer questions frequently asked by students (instead of email replies)
  • Giving feedback on a regular basis using email templates (e.g. the course has x number of points and to date you have y points, etc.)
Last Edited: Aug 20, 2014 1:42 PM   

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