Author Biography

The Editor Katherine Fogelberg, DVM, PhD (Science Education), MA (Educational Leadership), 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.

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

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