Teaching Excellence Incentives

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Teaching Excellence Incentives

College of Veterinary Medicine Texas Veterinary
Medical Center Texas AM University

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Program Goals

• Enhance the CVM learning environment.
• Encourage faculty to use the classroom as a
  laboratory for investigating best practices in
  teaching and learning.
• Derive scholarly products from proposed
  investigations.
• Develop new tools for assessing student
  knowledge, skills, and affective outcomes.

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General

• No single grant will be funded for more than
  2500.
• Proposals will be accepted on a rolling basis
  throughout the year.
• A final report must be submitted to the Master
  Teachers Panel no later than one year from the
  date of funding.
• Recipients may also be asked to present their
  findings at a CVM College Hour.

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Format and Content

• Title of proposal and abstract (200 words or
  less)
• Statement of problem to be solved and/or
  hypothesis to be tested
• Background / rationale for importance of study
• Study design including use of at least one
  outcomes assessment tool and description of how
  data will be collected and analyzed
• Description of how results will be used to
  enhance some aspect of the CVM learning
  environment
• Budget request
• Total length of proposal should not exceed 3
  single spaced pages.

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Resources

• Center for Teaching Excellence
• University Quality Enhancement Plan Council
  (simone-tiu_at_tamu.edu)
• A website with information about current
  University-wide assessment projects may be found
  at http//www.tamu.edu/qep.

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Learning outcomes demonstrate that graduates have
achieved breadth of knowledge and skills and the
capacity to exercise intellectual inquiry.
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Ways to Encourage Assessment

• Internal grants
• Faculty development workshops/ professional
  development opportunities
• Hosting assessment conferences

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Assessment information is used to plan for and
implement changes in pedagogy, course content,
curriculum, student services, academic advising,
instructional services.

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Student Learning Outcomes

• Should refer to competencies or attainment
  levels reached by students on completion of an
  academic program.
• Are defined in terms of the particular levels of
  knowledge, skills, and abilities that a student
  has attained at the end (or as a result) of his
  or her engagement in a particular set of
  collegiate experiences.

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Knowledge Outcomes

• Particular areas of disciplinary or professional
  content that students can recall, relate, and
  appropriately deploy.

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Skills Outcomes

• The learned capacity to do something--for
  example, think critically, communicate
  effectively, productively collaborate, or perform
  particular technical procedures--as either an end
  in itself or as a prerequisite for further
  development.

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Affective Outcomes

• Usually involve changes in beliefs or in the
  development of particular values, for example,
  empathy, ethical behavior, self-respect, or
  respect for others.

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Assessment of student learning includes multiple
DIRECT and INDIRECT measures.
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Evidence of Student Outcomes

• Evidence can embrace the results of both
  quantitative and qualitative approaches to
  gathering information, both of which may be
  useful in judging learning.

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Direct Measures

• Capstone experiences (e.g., comprehensive
  projects )
• Portfolios (e.g., electronic portfolio)
• Standardized tests
• Locally developed tests
• Clinical observations
• External evaluation of performance during
  internships based on measurable and published
  program objectives.

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Indirect Measures

• Perceived extent or value of experiences.
• Surveys alumni, employer, and student
• Studies graduate follow-up persistence,
  retention, transfer, and graduation rates
  length of time to degree
• Exit interviews of graduates and focus groups
• Enrollment trends / transcript analyses
• Job placement data.

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Standard 11 Outcomes Assessment Basis for
Compliance

• Collection and analysis
• of outcomes assessment data
• Use of outcomes assessment
• results to improve program
• and increase the likelihood
• of success of graduates in the profession

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Clinical Competencies Outcomes

• Veterinary graduates must have the basic
  scientific knowledge, skills and values to
  practice veterinary medicine, independently, at
  the time of graduation. At a minimum, graduates
  must be competent in providing entry-level health
  care for a variety of animal species.
• The school/college must provide evidence that
  students/graduates have had adequate access to
  primary care cases and hands-on experiences with
  live animals, and must areas address clinical
  competencies in the following areas

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Clinical Competency Outcomes

• Comprehensive patient diagnosis and demonstration
  of problem solving skills (e.g., appropriate use
  of clinical laboratory testing, and record
  management)
• Comprehensive treatment planning including
  patient referral when indicated
• Anesthesia and pain management, patient welfare
• Basic surgery skills, experience, and case
  management
• Basic medicine skills, experience, and case
  management
• Emergency and intensive care case management
• Health promotion, disease prevention, zoonosis,
  and food safety
• Client communications and ethical conduct
• Strong appreciation for the role of research in
  furthering the practice of veterinary medicine.

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Indirect MeasuresECFVG / COE Survey

• Assess a small animal patient affected with a
  common clinical abnormality/condition.
• Take a history and perform a complete
  physical examination.
• How important is it that a graduate of an
  AVMA-accredited veterinary medical program have
  these skills at graduation?
• Very Important  
• Important  
• Somewhat important 
• Not important  
• No response  

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Indirect MeasuresECFVG / COE Survey

• Exposure How much exposure to this skill is
  included in the educational program in which you
  teach?
• Placement of urinary catheter in a male dog.
• Skill performed independently  Skill conducted
  under supervision only  Limited exposure to
  skill observational experience only  No
  exposure or opportunity to see skill
  performed  No response  

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CVM

• Mastery of pre-clinical skills
• Clinical reasoning
• Student communication
• Written
• Verbal
• Calculation skills