The editor

Katherine Fogelberg, DVM, PhD, MA, is Associate Dean for Professional Programs and Associate Professor, Department of Population Health Sciences, at the Virginia-Maryland College of Veterinary Medicine in Blacksburg, Virginia, USA.

List of Contributors

Preface - Katherine Fogelberg

Chapter 1: Educational philosophy and philosophers

Section 1: Introduction and overview – Katherine Fogelberg and Ying Wang

Section 2: A brief history of Western educational philosophy – Katherine Fogelberg

Section 3: The Eastern Origins of the Philosophy of Education – Ying Wang

Section 4: Ethics and aims of education – Ying Wang

Section 5: Educational philosophers of note – Katherine Fogelberg

Section 6: Teacher-centered educational philosophies: essentialism and perennialism – Ying Wang and Katherine Fogelberg

Section 7: Learner-centered educational philosophies: pragmatism and existentialism – Katherine Fogelberg

Section 8: Socially-centered educational philosophies: behaviorism and reconstructionism – Katherine Fogelberg

Summary

References

Chapter 2: Educational theory and theorists

Section 1: Introduction – Katherine Fogelberg

Section 2: The Big Three and their other sibling – Katherine Fogelberg

Part 1: Positivism: The launching pad for behaviorism and other learning theories

Part 2: Behaviorism: The foundations of outcomes-based education

John B. Watson

Edward Thorndike

B.F. Skinner

Part 3: Cognitivism: Recognition that mental processes matter

Part 4: Constructivism: The student as an active and reflective learner

Jerome Bruner

John Dewey

Maria Montessori

Jean Piaget

Lev Vygotksy (with Kimberly S. Cook)

Section 3: Educational Equity: The classroom as an equalizer – Katherine Fogelberg

Part 1: Gloria Evangelina Anzaldúa – Freyca Berumen-Calderon and Karla O’Donald

Part 2: W.E.B. DuBois – Katherine Fogelberg

Part 3: Paulo Freire – Katherine Fogelberg

Part 4: bell hooks – Katherine Fogelberg

Summary

References

Chapter 3: Cognition and learning - Peter Doolittle and Meghan Byrnes

Section 1: Introduction

Section 2: Social Cognitive Theory

Part 1: Human Agency and Self-Regulation

Part 2: Human Agency and Self-Efficacy

Part 3: Human Agency and Social-Modeling

Part 4: Human Agency and Personal Identity

Part 5: Educational Implications of Social Cognitive Theory

Section 3: Learning, Memory, and Cognition

Part 1: A Framework for Memory and Cognition

Part 2: Conceptual Knowledge

Part 3: Fostering Deep and Flexible Knowledge

Part 4: Multitasking and the Pursuit of Processing

Part 4: Educational Implications of Cognition and Learning

Chapter 4: Andragogy – Katherine Fogelberg

Section 1: Introduction

Section 2: Very brief history of pedagogy

Section 3: History and emergence of andragogy

Section 4: Features and foundations of Knowles’s andragogy

Section 5: Challenges to andragogy

Section 6: Support of andragogy

Section 7: Applications to the veterinary classroom

Summary

References

Chapter 5: Understanding the professional program student

Section 1: introduction and Overview – Bobbi J. Conner

Section 2: Who Are Our Students? – Lawrence Garcia

Section 3: Neurodivergence – Matthew Schexnayder

Section 4: Personality Types – Bobbi J. Conner

Section 5: How Our Students Fit into Our Structures – Lawrence Garcia

Section 6: Expectations – Lawrence Garcia

Section 7: Student Factors – Bobbi J. Conner

Section 8: Practical Tips for Safely Incorporating Failure into Veterinary Education – Bobbi J. Conner

Summary

References

Chapter 6: Roles of the professional program instructor

Section 1: Classroom Learning – Pippa Gibbons

Section 2: Laboratory and Clinical Skills Instruction – Dawn M. Spangler and Lynda M.J. Miller

Section 3: Teaching Personal Finances – Erik Hofmeister

Section 4: Including Cultural Humility, Cultural Competency, and Cultural Fluency in the Veterinary Medical Curriculum – Lisa M. Greenhill, S.M. Polisetti, and Kendall P. Young

Section 5: Teaching Empathy and Ethics – Shelly Wu and Gabriel Huddleston

Section 6: Teaching and Practicing Foundational Communication Skills – Ryane E. Englar

Section 7: Teaching on the Clinical Floor and Training House Officers – Micha C. Simons and Stephanie Thomovsky

Chapter 7: Technology in the classroom

Section 1: Introduction – Shane M. Ryan and Sarah A. Bell

Part1: Learning Management Systems

Part 2: Learning Analytics

Part 3: Learning Tools

Section 2: Presenting Information and Interactions with Content – Shane M. Ryan and Sarah A. Bell

Section 3: Online and Blended Learning – Shane M. Ryan and Sarah A. Bell

Part 1: Online Learning

Part 2: Blended Learning

Section 4: Instructional Systems Design for Digital Learning – Shane M. Ryan and Sarah A. Bell

Section 5: Veterinary Student Success in Technology Enhanced Learning – Shane M. Ryan and Sarah A. Bell

Part 1: Equity and Accessibility Considerations

Part 2: Universal Design for learning

Section 6: Safety and Security Considerations – Shane M. Ryan and Sarah A. Bell

Section 7: Present and Future Technologies to Enhance Learning – Sarah Baillie and Micha C. Simons

Part 1: Common Forms of Educational Technologies

Part 2: Review of Examples of Technologies Used in Veterinary Education

Summary

References

Additional Resources

Chapter 8: The Syllabus – Katherine Fogelberg

Section 1: Introduction

Section 2: Syllabus Purposes

Section 3: Creating an Effective Syllabus

Section 4: The Syllabus as a Tool to Document Scholarship in Teaching and Learning

Summary

References

Additional Resources

Chapter 9: Assignments and Rubrics – Jo Smith

Section 1: Introduction

Section 2: Assignments

Section 3: Rubrics

Part 1: Types of Rubrics

Part 2: Creating Effective Rubrics

Summary

References

Chapter 10: Assessing Student Learning: Exams, Quizzes, and Remediation

Section 1: Formative vs. Summative Assessments and the Role of Evaluations – Kimberly S. Cook and Katherine Fogelberg

Part 1: Introduction

Part 2: Evaluation Overview

Part 3: Evaluation vs. Assessment

Part 4: Components of Evaluation

Section 2: Writing Good Exam Questions – Patricia Butterbrodt

Part 1: Introduction

Part 2: Question Formats

Part 3: The Multiple-Choice Exam

Section 3: Exams and Quizzes: Determining Validity and Reliability – Katrina Jolley

Section 4: Remediation – Malathi Raghavan and Jo R. Smith

Summary

References

Additional Resources

Chapter 11: Assessing clinical skills – Stephanie L. Shaver

Section 1: Introduction

Section 2: Performance Assessment

Section 3: Workplace-Based Assessment

Section 4: Essential Concepts in Clinical Skills Assessment

Summary

References

Chapter 12: Different Approaches to Assessment – Erik Hofmeister

Section 1: Introduction and Approaches

Part 1: Script Concordance Test

Part 2: Extended Matching Questions

Part 3: Individual Readiness Assessment Tests

Part 4: Blogging/Handout

Part 5: Reflections/Journals

Part 6: Image Creation

Part 7: Exam Question Creation

Part 8: Role-Playing

Part 9: Presentations

Part 10: Oral Exams

Part 11: Portfolios

Part 12: Audio and Video Options

Section 2: Implementing New Assignments

Section 3: Novel Grading Schemes

Part 1: Contract Grading

Part 2: Specifications Grading

Part 3: Labor Grading

Part 4: Competency-Based Grading

Part 5: Pass/Fail Grading

Part 6: Ungrading

Section 4: Implementing Novel Grading Schemes

Summary

References

Additional Resources

Chapter 13: Program outcomes

Section 1: Curriculum Mapping – Patricia Butterbrodt

Part 1: Introduction

Part 2: The Two-Level Curriculum Map

Part 3: The Multi-Level Curriculum Map

Part 4: Time and Human Resources Needed

Part 5: Levels of the Map

Part 6: Software for a Curriculum Map

Section 2: Accountability in Assessment Outcomes – Katrina Jolley

Section 3: Ensuring Students Meet Benchmarks for Student Learning – Katrina Jolley

Section 4: Tracking Student Outcomes – Katrina Jolley

Part 1: Individual

Part 2: Cohort

Part 3: Clinical

Part 4: Program

Part 5: Legal Implications for Tracking Outcomes

Summary

References

Chapter 14: Mentoring students

Section 1: Veterinary Student Mentorship - Micha C. Simons and Stephanie Thomovsky

Section 2: Mentoring Students in Veterinary Educational Research – Julie A. Hunt

Section 3: Cheating and Other Unethical Student Behavior – Katrina Jolley

Summary

References

Chapter 15: Educational development – Jesse Watson and Sherry A. Clouser

Section 1: Introduction: Educational Development in Veterinary Education

Section 2: Educator Development

Part 1: From “Faculty Development” to “Educator Development”

Part 2: Educator Development Models in Medical Education

Section 3: Building and Educator Development Program

Part 1: Establish Needs

Part 2: Establish Purpose

Part 3: Define Leadership and Membership

Part 4: Select a Model

Part 5: Select Content Set Learning Objectives / Outcomes

Part 6: Select activities

Section 4: Recommendations for Success

Summary

References

Chapter 16: Documenting teaching for career advancement – Misty R. Bailey and Susan M. Matthew

Section 1: Introduction

Section 2: Structure of This Chapter

Part 1: Teaching

Part 2: Mentoring and Advising

Part 3: Learner Assessment or Outcome Assessment

Part 4: Educational Research and Scholarship

Part 5: Curriculum and Program Development

Part 6: Educational Leadership and Administration

Summary

References

Chapter 17: Educational research

Section 1: Introduction to Educational Research – Jill MacKay

Part 1: When Research Goes Wrong

Part 2: The Replication Crisis: A Primer

Part 3: The Replication Crisis and Open vs. Questionable Research Practices

Section 2: Designing the Educational Research Study – Jill MacKay

Part 1: Ontology, Epistemology, and Reality

Part 2: Methodology

Part 3: Methods

Part 4: An Overview of Key Terminology

Part 5: Study Design

Section 3: Collecting Data – Jill MacKay

Part 1: Research Surveys

Part 2: Research Interviews

Part 3: Focus Groups

Part 4: Recording Behavior

Part 5: Secondary Data

Section 4: Analyzing Data – Jill MacKay

Part 1: Quantitative Analysis

Part 2: Qualitative Analysis

Section 5: The Ethics of Educational Research – Shelly Wu

Part 1: IACUCU vs. IRB

Part 2: CITI Training

Section 6: Reporting the Educational Study – Jill MacKay

Summary

References

Chapter 18: Building Bridges between research and practice – Julie A. Hunt

Section 1: Introduction

Section 2: Educational Theory’s Impact on Educational Research

Section 3: How Educational Research Can Increase Its Impact on Educational Practice

Section 4: Educational Research Challenges

Section 5: Barriers to Changing Educational Methods

Section 6: How Educational Research Has Changed Veterinary Education Practices

Summary

References

Chapter 19: History and purpose of higher education – Donald B. Mills and Kimberly S. Cook

Section 1: Introduction

Section 2: Brief History of Higher Education in the United States

Section 3: Specialized Institutions

Section 4: Students

Section 5: Purpose

Summary

References

Chapter 20: Private and Public Institutions – Kimberly S. Cook and Donald B. Mills

Section 1: Introduction

Section 2: Public Institutions

Part 1: Public Higher Education Funding

Part 2: Governance and Operations Structure

Part 3: Accreditation

Section 3: Private Institutions

Part 1: For Profit

Part 2: Non-profit

Part 3: Funding

Part 4: Governance and Operations Structure

Section 4: Politics and Academic Freedom

Section 5: Organizational Change

Summary

References

Chapter 21: Higher education policies – Patricia Butterbrodt

Section 1: Introduction

Section 2: University Policy Areas

Section 3: Faculty Responsibility to Policy

Summary

References

Chapter 22: Leadership in higher education – Erik Hofmeister

Section 1: Introduction

Section 2: Principles of Leadership

Section 3: Leadership in Education

Section 4: Characteristics of Effective Leaders

Section 5: Incorporating Leadership into the Veterinary Curriculum

Summary

References

Chapter 23: Accreditation

Section 1: Overview – Myrah Stockdale

Section 2: Abbreviated History of Accreditation in the United States – Myrah Stockdale

Section 3: History of Accreditation in Veterinary Education – Malathi Raghavan

Section 4: Accrediting Bodies

Part 1: Overview - Myrah Stockdale

Part 2: Accrediting Agencies – Malathi Raghavan

Section 5: International Accreditation – Malathi Raghavan

Section 6: Accreditation of Veterinary Education Worldwide – Malathi Raghavan

Part 1: United Kingdom

Part 2: Europe

Part 3: Australia and New Zealand

Part 4: Mexico

Part 5: Asia

Part 6: South Africa

Part 7: Brazil

Part 8: In the Absence of Accreditation

Section 7: The Process of Accreditation

Part 1: Overview – Myrah Stockdale

Part 2: First-time Accreditation – Stacy Anderson

Part 3: Expanding the Accreditation Cycle – Myrah Stockdale

Part 4: Project Cycles – Myrah Stockdale

Section 8: Additional Considerations

Part 1: Distributive Models – Stacy Anderson

Part 2: Developing a Quick Reference Guide – Myrah Stockdale

Summary

References

Additional Resources

Appendix

Chapter 24: Leaving thoughts and the future of veterinary education – Katherine Fogelberg

Section 1: Introduction

Section 2: The Power of Veterinary Medical Education

Section 3: Moving Veterinary Education Forward

Section 4: Conclusion and Leaving Thoughts

References

Index

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.