Table of Contents

• List of Contributors xix
• Preface xxiii
• 1 Educational Philosophy and Philosophers 1
• Katherine Fogelberg and Ying Wang
• Section 1: Introduction and Overview 1
• Section 2: A Brief History of Western Educational Philosophy 3
• Section 3: The Eastern Origins of the Philosophy of Education 6
• Section 4: Ethics and Aims of Education 11
• Section 5: Educational Philosophers of Note 14
• Section 6: Teacher-Centered Educational Philosophies: Perennialism and Essentialism 16
• Section 7: Learner-Centered Educational Philosophies: Pragmatism and Existentialism 20
• Section 8: Socially-Centered Educational Philosophies: Behaviorism and Reconstructionism 25
• 2 Educational Theory and Theorists 35
• Katherine Fogelberg, Kimberly S. Cook, Freyca Calderon, and Karla O’Donald
• Section 1: Introduction 35
• Section 2: The Big Three and Their Other Sibling 37
• Section 3: Educational Equity: The Classroom as an Equalizer 60
• 3 Cognition and Learning 79
• Peter Doolittle and Meghan Byrnes
• Section 1: Introduction 79
• Section 2: Social Cognitive Theory 81
• Section 3: Learning, Memory, and Cognition 96
• 4 Andragogy 133
• Katherine Fogelberg
• Section 1: Introduction 133
• Section 2: A Very Brief History of Pedagogy 133
• Section 3: History and Emergence of Andragogy 134
• Section 4: Features and Foundations of Knowles’s Andragogy 136
• Section 5: Challenges to Andragogy 138
• Section 6: Support of Andragogy 139
• Section 7: Applications to the Veterinary Classroom 142
• 5 Understanding the Professional Program Student 145
• Bobbi J. Conner, Lawrence Garcia, and Matthew Schexnayder
• Section 1: Introduction and Overview 145
• Section 2: Who Are Our Students? 145
• Section 3: Neurodivergence 153
• Section 4: Personality Types 157
• Section 5: How Our Students Fit into Our Structures 159
• Section 6: Expectations 161
• Section 7: Student Factors 162
• Section 8: Practical Tips for Safely Incorporating Failure into Veterinary Education 163
• 6 Roles of the Professional Program Instructor 169
• Philippa Gibbons, Dawn M. Spangler, Lynda M.J. Miller, Erik H. Hofmeister, Lisa M. Greenhill, Sraavya M. Polisetti, Kendall P. Young, Shelly Wu, Gabriel Huddleston, Ryane E. Englar , Micha C. Simons, and Stephanie Thomovsky
• Section 1: Classroom Learning 169
• Section 2: Laboratory and Clinical Skills Instruction 175
• Section 3: Teaching Personal Finances 179
• Section 4: Including Cultural Humility, Cultural Competency, and Cultural Fluency in the Veterinary Medical Curriculum 181
• Section 5: Teaching Empathy and Ethics 187
• Section 6: Teaching and Practicing Foundational Communication Skills 189
• Section 7: Teaching on the Clinical Floor – Veterinary Students and House Officers 200
• 7 Technology in the Classroom 223
• Shane M. Ryan, Sarah A. Bell, Micha C. Simons, and Sarah Baillie
• Section 1: Introduction 223
• Section 2: Presenting Information and Interactions with Content 224
• Section 3: Online and Blended Learning 227
• Section 4: Instructional Systems Design for Digital Learning 232
• Section 5: Veterinary Student Success in Technology-Enhanced Learning 236
• Section 6: Safety and Security Considerations 239
• Section 7: Present and Future Technologies to Enhance Learning 243
• Section 8: Common Forms of Educational Technologies 243
• Section 9: Review of Examples of Technologies Used in Veterinary Education 244
• 8 The Syllabus 251
• Katherine Fogelberg
• Section 1: Introduction 251
• Section 2: Syllabus Purposes 251
• Section 3: Creating an Effective Syllabus 256
• Section 4: The Syllabus as a Tool to Document Scholarship in Teaching and Learning 259
• 9 Assignments and Rubrics 263
• Jo R. Smith
• Section 1: Assignments 263
• Section 2: Rubrics 265
• 10 Assessing Student Learning: Exams, Quizzes, and Remediation 287
• Kimberly S. Cook, Katherine Fogelberg, Patricia Butterbrodt, Katrina Jolley, Malathi Raghavan, and Jo R. Smith
• Section 1: Formative Versus Summative Assessments and the Role of Evaluations 287
• Section 2: Writing Good Exam Questions 292
• Section 3: Exams and Quizzes: Determining Validity and Reliability 300
• Section 4: Remediation 304
• 11 Assessing Clinical Skills 313
• Stephanie L. Shaver
• Section 1: Introduction 313
• Section 2: Performance Assessment 313
• Section 3: Workplace-Based Assessment 318
• Section 4: Essential Concepts in Clinical Skills Assessment 321
• 12 Different Approaches to Assessment 329
• Erik H. Hofmeister
• Section 1: Introduction and Approaches 329
• Part 12: Audio and Video Options 340
• Section 2: Implementing New Assignments 340
• Section 3: Novel Grading Schemes 341
• Section 4: Implementing Novel Grading Schemes 343
• 13 Program Outcomes 349
• Patricia Butterbrodt and Katrina Jolley
• Introduction 349
• Section 1: Curriculum Mapping 349
• Section 2: Accountability in Assessment Outcomes 358
• Section 3: Ensuring Students Meet Benchmarks for Student Learning 359
• Section 4: Tracking Student Outcomes 361
• 14 Mentoring Students 367
• Micha C. Simons, Stephanie Thomovsky, Julie A. Hunt, and Katrina Jolley
• Section 1: Veterinary Student Mentorship 367
• Section 2: Mentoring Students in Educational Research 370
• Section 3: Cheating and Other Unethical Student Behavior 373
• 15 Educational Development 383
• Jesse Watson and Sherry A. Clouser
• Section 1: Introduction 383
• Section 2: Educator Development 386
• Section 3: Building an Educator Development Program 389
• Section 4: Recommendations for Success 394
• 16 Documenting Teaching for Career Advancement 399
• Misty R. Bailey and Susan M. Matthew
• Section 1: Introduction 399
• Section 2: Teaching 401
• Section 3: Mentoring and Advising 406
• Section 4: Learner Assessment or Outcome Assessment 406
• Section 5: Educational Research and Scholarship 407
• Section 6: Curriculum and Program Development 409
• Section 7: Educational Leadership and Administration 410
• Section 8: Institutional and Administrative Support for Teaching for Career Advancement: A Case Study 410
• Section 9: Summary 411
• 17 Educational Research 415
• Jill R. D. MacKay and Shelly Wu
• Section 1: Introduction to Educational Research 415
• Section 2: Designing the Educational Research Study 420
• Section 3: Collecting Data 433
• Section 4: Analyzing Data 440
• Section 5: The Ethics of Educational Research 443
• Section 6: Reporting the Educational Study 448
• 18 Building Bridges Between Research and Practice 459
• Julie A. Hunt
• Section 1: Introduction 459
• Section 2: Educational Theory’s Impact on Veterinary Educational Research 460
• Section 3: How Educational Research Can Increase its Impact on Educational Practice 461
• Section 4: Educational Research Challenges 463
• Section 5: Barriers to Changing Educational Methods 464
• Section 6: How Educational Research Has Changed Veterinary Education Practices 465
• 19 History and Purpose of Higher Education 471
• Donald B. Mills and Kimberly S. Cook
• Section 1: Introduction 471
• Section 2: Brief History of Higher Education in the United States 471
• Section 3: Specialized Institutions 475
• Section 4: Students 476
• Section 5: Purpose 477
• 20 Private and Public Institutions 479
• Kimberly S. Cook and Donald B. Mills
• Section 1: Introduction 479
• Section 2: Public Institutions 479
• Section 3: Private Institutions 484
• Part 4: Governance and Operations Structure 486
• Section 4: Contemporary Issues 486
• 21 Higher Education Policies 491
• Patricia Butterbrodt
• Section 1: Introduction 491
• Section 2: University Policy Areas 493
• Section 3: Faculty Responsibility to Policy 495
• Section 4: Summary 498
• 22 Leadership in Higher Education 501
• Erik H. Hofmeister
• Section 1: Introduction 501
• Section 2: Principles of Leadership 502
• Section 3: Leadership Education 504
• 23 Accreditation: What It Is and Why It Is Important 513
• Myrah Stockdale, Malathi Raghavan, and Stacy L. Anderson
• Section 1: Overview 513
• Section 2: Abbreviated History of Accreditation in the United States 515
• Section 3: History of Accreditation in Veterinary Education 516
• Section 4: Accrediting Bodies 517
• Section 5: International Accreditation 519
• Section 6: Accreditation of Veterinary Education Worldwide 521
• Section 7: The Process of Accreditation 524
• Section 8: Additional Considerations 537
• 24 Leaving Thoughts and the Future of Veterinary Education 545
• Katherine Fogelberg
• Section 1: Introduction 545
• Section 2: The Power of Veterinary Medical Education 546
• Section 3: Moving Veterinary Education Forward 551
• Section 4: Conclusion and Leaving Thoughts 558
• References 558
• Index 559