2019 VETS Workshop 1.0
Veterinary Educator Teaching and Scholarship (VETS)
The VETS 1.0 program focuses on strategies for strengthening instruction that occurs in lecture-based settings. The goal of the program is to support faculty who want to do more than just “stand and deliver” information. The emphasis, however, is not on replacing the lecture with a completely different approach to teaching (e.g., Problem-Based Learning, Team-Based Learning, Flipped Classroom, etc.), but on strategies for increasing interaction and active learning in existing teaching structures. In short, the program will equip participants with strategies for modifying existing lectures and assessments so as to increase their impact on student learning and engagement. Topics will include facilitating interactive learning experiences, writing meaningful learning objectives, constructing and deconstructing exams, and purposefully aligning objectives, instruction, and assessments. VETS 1.0 facilitators from multiple veterinary schools will model active-learning strategies and will allow time for participants to reflect with other participants about ways to implement the ideas from the program.
To learn more about the facilitators, click here.
Saturday, June 22, 2019
Sunday, June 23, 2019
Introduction to Communities of Practice
Description: Groups of people working collaboratively on an ongoing basis to address a concern, a set of challenges, or a topic. Through this iterative, collaborative processes, the CoP members deepen their knowledge and broaden their expertise.
Session #1: Facilitating an Interactive Learning Experience
Description: This session will focus on the design of instruction that promotes student engagement in lecture-based settings, with the goal of making small modifications to existing instruction that results in better learning experiences for both students and teachers. During the session, participants will be introduced to a variety of active learning strategies that can be incorporated into any teaching context, including the classroom, clinic, and CE settings.
Reflection – In Practice and on Practice (Part 1)
Description: Reflective practices requires that educators draw upon a past experiences and use data to help inform practice. Using data and engaging in reflective thought allows us to develop sets of questions and ideas about our practice so we can better address our learners’ needs
Monday, June 24, 2019
Reflection – In Practice and on Practice (Part 2)
Session #2: Writing Learning Objectives
Description: Learning objectives act as signposts in the learning cycle, helping students focus on what is most important as they try to sort through a mass of new content. Moreover, learning objectives are also an effective tool for the instructor, keeping content delivery on track and serving as guidelines for the alignment of instruction and assessment. During the session, participants will be introduced to various types of learning objectives and will practice developing learning objectives for their own instruction.
Description: Accurately assessing a student’s grasp of concepts and foundational knowledge can be challenging, especially because instructor training in best practices with regard to exam-writing is often lacking. This session focuses primarily on multiple-choice assessments and provides participants with a theoretical underpinning and opportunities to critically evaluate a variety of multiple-choice question formats.
Session #4: Putting Objectives, Instruction, and Assessments Together
Description: This session will build on prior sessions in VETS 1.0 by introducing a framework that aligns objectives, instruction and assessments to support students’ achievement of intended learning outcomes. Participants will work individually and in small groups to apply this framework to one or more aspects of their teaching.
Session #5: Deconstructing Exams: Validity and Reliability
Description: Part of being an educator is the ability to assess your student’s performance. A good educator will also assess the performance of their assessment. During this session participants will be introduced to methods of determining the validity and reliability of multiple-choice examinations.