Teaching Academy

Teaching Academy Learning Communities banner

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)


Expectations:

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.


Active Community: 

Peer Observation LC

Peer Observations


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 & Steve Hines

Website - for more information about the program



Archived Learning Communities:


Student performing procedure

Clinical Teaching

Background: A group of clinical and junior faculty that started meeting in February 2016, with support from the WSU Teaching Academy.

Goal: To promote improvement, advancement, and recognition of the importance of clinical teaching in the veterinary curriculum.

Overview: Initially, during the first few months of the clinical teaching learning community, we established goals for our group. This included providing a safe and welcoming environment to brainstorm and share ideas on improving or teaching abilities while being attentive and productive clinicians in the hospital. The community has organized a communication workshop, arranged multiple “town hall” meetings with the Dean and other nonadministrative faculty, and initiated peer observations during rounds/receiving days when on clinics.  The group meets  about once a month to discuss how the hospital, how the different sections, and the entire veterinary college works within the university. Additionally, we identify educator areas of improvement such as providing timely and meaningful feedback, addressing student evaluations, and improving professional communication. 


Co-Facilitator: Jennifer Slovak & Pamela Lee

Learning Community continued from the Spring Semester 2016 through Spring Semester of 2019 



Apple on a Scale

Learning Objectives and Assessment Methods


The Learning Objectives and Assessment Methods Learning Community focuses was on best practices for developing learning outcomes and assessing learning outcomes in various contexts. The group met with the goal of educating their selves 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

Spring Semester (2016)


TALC Metacognition

Student Motivation, Attitudes and Metacognition


The Metacognition Learning Community (LC) focused on exploring how educators could get 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.  

Facilitator: Dr. William Davis

Spring Semester (2016)


Learning Community Active Learning

Active Learning:


The TA Active Learning Community met with the goal of educating  their selves and about practicing active learning effectively in the classroom. 

Facilitator: Dr. Samantha Gizerian

Spring Semester (2016)


Students discussing in groups

Team Based Learning (TBL):


Facilitator: Dr. Gary Haldorson

Spring Semester (2016)

Washington State University