Teaching Resources

Excellence in Education Committee Articles

Why Am I Teaching This Course? Setting Educational Objectives for Course Activities Harold I. Modell, 1993 In: Modell, H.I. and J.A.Michael, Eds. Promoting Active Learning in the Life Science Classroom. Annals New York Academy of Sciences, Volume 703 Vet Med Library Call No. QH315 P765, 1993
L. E. Olson When revising my lectures for VM601 last year, I started to ponder the nature of clinical expertise. I reasoned that as a non-clinician, I didn't have it, and if I understood it, I might be able to better craft the "basic science" lectures that I teach in the professional curriculum. A review of the literature turned up a surprising amount of information, which I will attempt to summarize briefly in this column.
L. E. Olson That is where the danger lies, in the ever crowded curriculum of the four years course. The ???.. student of ?? finds himself ground between the upper and the nether millstone. The later is the laboratory which in increasing number and variety is constantly tending to consume more and more of the student?s energy and time.
Successful Lecturing: Presenting Information in Ways That Engage Effective Processing by Patricia Ann deWinstanley and Robert A. Bjork New Directions for Teaching and Learning 89: 19-31, 2002
By Roger Stradley After a member of the Digestive Team mentioned to me that he was considering the internet as a resource for much of the Veterinary Nutrition information rather than extensive notes, I began to reflect on just how reliable it would be as a source of information. Should we, as teachers, expect students to use the web to answer questions posed by us? How do they or we insure that a website is reliable?
The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions, second edition, by Peter Seldin, Anker Publishing Company, 1997.
By Jonathan Berry, Educational Resource Coordinator
Bad News in the Service of Good Teaching: Students Remember Ineffective Professors by Barbara Harrel Carson, Journal of Excellence in College Teaching, 10(1)91-105,1999. -Reviewed by Dr. J. Masty Collectively and individually we have asked ourselves-What makes a good teacher? In a unique article, Barbara H. Carson has attempted to answer this question by delving into the flip side of the coin: What are the characteristics of an ineffective teacher?
L. E. Olson For the past several years, I have been systematically reviewing the literature related to scientific norms and how those norms are expressed in practice. In conducting those literature searches, I have occasionally found references to studies examining norms associated with college teaching. In this context, "norms" are considered to be guides to appropriate and inappropriate professional behavior. Although most of the studies focus on the teaching of undergraduate students, the results are fairly generalizable.
By James L. Bess Review of Higher Education: 22(1), 1-15, 1998 (available on-line)
By Roger Stradley Last year, in my peer evaluation, the comment was made that I didn't give students a chance to answer my questions. After thinking about it, I had to agree.
By Dr. S. Saiduddin Norman E. Gronlund (2000). How to Write and Use Instructional Objectives (6 th Edition, 126 pages). Upper Saddle River, N.J.
Twelve veterinary students, representing first, second and third-year classes, have been chosen to become the first College of Veterinary Medicine Student Ambassadors.