Browsing by Author "Chalhoub, Serge"

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    Exploring moral distress amongst veterinarians who care for poor people and their pets in multi-species communities
    (2022-07-07) Rock, Melanie June; Baker, Tessa; Chalhoub, Serge; Van Patten, Kimberly; Adams, Cindy L.
    As a profession, veterinary medicine has ethical and legal obligations towards humankind, not just other species. Even so, investigations into medico-legal borderlands have yet to focus on veterinary expertise. This presentation centers on pop-up free clinics in a partnership between a social-service charity and a veterinary school. Social research has informed this service-learning initiative, from the outset. Most recently, our interdisciplinary team interviewed clients, social-service providers employed by the partnered charity, and qualified veterinarians who have participated as educators. The interview guides provided the foundation for an analytic matrix and team discussions. After that, with periodic input from team members and an emphasis on reflexivity, I led a thematic analysis vis-à-vis relevant scholarship, including previous publications arising from this service-learning initiative. Social-service providers indicated appreciation for the veterinary educators’ commitment to partnership. As for clients, they consistently reported feeling respected and valued at the pop-up free clinic, and they spoke of their pets as family members. Some clients registered concern about the veterinary-service barriers faced by poor people. The veterinarians, meanwhile, expressed profound angst and sorrow, consistent with a concept called “moral distress.” Social researchers, along with social-service providers and policy professionals, should pay more attention to moral distress amongst veterinary-service providers as a social problem. Only then might multi-species publics might become powerful enough to redress the root causes of the ethical quandaries and questioning that can arise from caring for marginalized multi-species families.
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    The Mentorship Guide for Teaching and Learning
    (Taylor Institute for Teaching and Learning, 2019) Barrette-Ng, Isabelle H.; Nowell, Lorelli; Anderson, Sarah J.; Arcellana-Panlilio, Mayi; Brown, Barbara; Chalhoub, Serge; Clancy, Tracey L.; Desjardine, Patricia; Dorland, AnneMarie; Dyjur, Patti; Mueller, Katherine; Reid, Leslie; Squance, Rod T.; Towers, Jo; Wilcox, Gabrielle
    Rooted in evidence, this guide will provide you with a unique perspective on supporting mentoring relationships for teaching and learning development. You will explore mentoring relationships, assessing readiness for mentorship, initiating mentorship, developing and sustaining mentoring relationships and mentoring transitions while ultimately improving student learning. You will also reflect on your mentoring relationships as you work through a series of guided questions and practical worksheets. Research on academic mentorship often measures success in terms of mentee research productivity (Feldman, Arean, Marshall, Lovett & O’Sullivan, 2010; Kalet, Fletcher, Ferdman & Bicknell, 2006; Sambunjak, Straus & Marušić, 2006). Teaching mentorship produces different measures of success, including the development of reflective practice and, most importantly, improvements in student learning. Although there are many resources for mentorship in academia (Johnson, 2015; Straus & Sackett, 2014), none of them aim specifically at supporting mentorship for teaching and learning development. Mentorship in teaching and learning differs from research mentorship in terms of aims, approaches and measures of success, which is why we offer this resource.