CVM Teaching Tips 2018 - 2019
Exam Blueprints are an easy way to make sure your tests reflect your course objectives. Learn about creating objectives based on backwards design, evaluation of questions and question types, and evaluation of the success of your teaching activities.
What do you do when a student is showing signs of poor mental health or high stress? This presentation offers resources and some tips on talking to students in these situations.
Also, the University of Minnesota has recently published this related article: Rising number of college students report mental health condition
CVM Teaching Tips 2017 - 2018
As the end of the semester approaches, it is a great time to make sure assignment and examination scores are being posted for students in a timely manner.
Feedback on assignments shapes their learning as they prepare for examinations and helps them plan how they will study.
For examinations, students need feedback about what they missed while still respecting the need for examination security. Examinations are a great opportunity for assessment of learning by instructors and assessment for learning by students. For online examinations, faculty can provide information about the correct answer and give some guidance on why other answers are not correct and this can display automatically for the students; if you're interested in this aspect of on-line quizzes, contact the CVM Education Support group (email@example.com). For hard copy examinations, faculty may host a post-examination review to talk about common problems or misconceptions. Finally, with either on-line or hard copy examination, faculty may post or email out some general information about common concerns or misconceptions to help students learn from their mistakes.
Some faculty withhold scores because one or more students have not yet taken the examination; if a student has missed an examination and can't take it within a 5-7 days, you should grade and return the other students' examinations and consider making other arrangements for the student(s) who missed the examination.
Many clinicians deal regularly with clients who have deeply held beliefs or have found information on the Internet that makes them less likely to follow veterinary advice. How do you handle our communications with these clients and how can we help students learn this skill?
Any examination submitted for automatic grading through the Office of Measurement Services is returned with a wealth of information instructors can use to improve their examination questions. This is a brief review of how to use some of that information.
We all have biases that play into errors in our clinical decision making process. This brief review helps us all consider our own tendencies toward error and helps us better understand how to guide clients in learning to recognize their own errors.
These videos will help faculty understand the steps in helping prepare and teach laboratories in the veterinary college. See also the related documnets below.
Students have some specific preferences that help them use PowerPoint slides for preparing for class, learning while in class, and studying afterward. This narrated PowerPoint gives you good tips in how to prepare PowerPoints to meet student learning needs.
Recorded Teaching Seminars 2016-2017
Mindset - Feedback for process, not for outcomes (MAR 20th, 2017) Presenter: Peggy Root | watch