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Teaching Resources

Excellence in Education Committee Articles

Why Am I Teaching This Course? Setting Educational Objectives for Course Activities
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
On the Nature of "Expertise" or "Why Do We Teach Basic Science In a Professional Curriculum Anyway"?
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.
Coherence and Structural Knowledge
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
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
Web Surfing as a Resource for Teaching and Learning
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?
Why you do what you do in the classroom... and how to tell others about it.
The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions, second edition, by Peter Seldin, Anker Publishing Company, 1997.
Teaching Resources: The Department of Veterinary Biosciences Pathology Library
By Jonathan Berry, Educational Resource Coordinator
So, what did you think of your evaluations this quarter?
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?
Creating a Positive Environment for Learning: Lessons from the Research of Braxton and Bayer
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.
Teaching Well: Do You Have to Be Schizophrenic?
By James L. Bess Review of Higher Education: 22(1), 1-15, 1998 (available on-line)
Asking Questions in a Large Class (and getting answers)
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.
Teaching and Research: Who Does What and How Well?
Part 1 of 2
Book Review: How to Write and Use Instructional Objectives
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.
Teaching and Research: Mutually supporting, inseparable, or unrelated streams of work?
Part 2 of 2
Office of Student Affairs selects first group of student ambassadors
Twelve veterinary students, representing first, second and third-year classes, have been chosen to become the first College of Veterinary Medicine Student Ambassadors. 

OSU Links

  • OSU Office of Faculty and TA Development (FTAD)
    Includes an online guide to developing a teaching portfolio, and numerous other links for faculty members and teaching assistants.
  • OSU Office of Academic Affairs
    Evaluation of Teaching: Helpful material and links provided ?to be helpful to individual faculty planning to evaluate their teaching and to academic units developing statements on policy and procedures.? Includes links to policy and procedures development.

General Links