Michigan State University

Animal Sciences and Veterinary Medicine

Your expertise is wanted!

We welcome your help in curating this bibliography. To suggest additional resources, comments, or insights related to inclusive teaching, please contact the following librarians directly, or fill out this form.

This page addresses the literature of inclusive teaching practices and pedagogy in veterinary medicine and animal science. The aim is to identify articles that describe how instructors and professors apply inclusive teaching practices to improve participation on behalf of all populations.

To suggest additional resources, comments, or insights related to inclusive teaching in any of these disciplines, please contact Andrea Kepsel at akepsel@msu.edu.

MSU Researcher Highlight

We want to feature MSU research on our website. If that is you or someone else you know, please contact the subject librarian(s) above, and we'll highlight it on our page!

Databases & Terms Searched: 

The databases CAB Abstracts and Agricola were searched for resources on inclusive teaching in veterinary medicine and animal science. PubMed was also searched for additional resources in veterinary medicine. To search, subjects (“veterinary medicine”, “animal science”) were coupled with keywords “inclusive teaching”, “inclusive education”, “inclusive classroom”, and “critical pedagogy”. Research on veterinary medicine education is focused predominantly on post baccalaureate education of veterinary students, rather than the undergraduate classroom. Limited publications on inclusive teaching in animal science were found but research from the biological sciences and agriculture would also be applicable.


Historically veterinary medicine has been one of the least diverse health professions. In 2004 the Journal of Veterinary Medical Education published a themed issue focusing on the diversity in veterinary medical education and the profession as a whole. The following year the Association of American Veterinary Medical Colleges (AAVMC) launched the DiVersity Matters: Opens in a New Tab initiative to advocate for the recruitment and retention of underrepresented persons as students and faculty. In the past 15 years efforts to attract a more diverse student population have been successful, but much of the literature has been devoted to recruitment and retention efforts rather than inclusive teaching strategies. There is even less research available on inclusive teaching in animal science classrooms.

Professionals in veterinary medicine and animal science are frequently in settings such as rural communities and farms where they work with members of underrepresented populations. It is important not only to recruit students that more closely represent diverse groups, but to also train them in effective modes of communication and education. Creating an inclusive classroom not only supports the learning of students but models good behaviors they can use as professionals in the field.

Relevant Journals: 

Journal of Veterinary Medical Education: Opens in a New Tab


Animal Science

Bobeck, E. A., D. K. Combs, & M. E. Cook. (2014) Introductory animal science-based instruction influences attitudes on animal agriculture issues. Journal of Animal Science, 92(2), 856–64.

Raţă, G. (2016). Intercultural development through intercultural awareness and cultural briefing. Scientific Papers: Animal Science and Biotechnologies, 49(1), 284–88.

Veterinary Medicine

Amass, S. F., Davis, K. S., Salisbury, S. K., & Weisman, J. L., (2011). Impact of gender and race-ethnicity on reasons for pursuing a career in veterinary medicine and career aspirations. Journal of the American Veterinary Medical Association, 238(11), 1435-1440.

Foster, N. (2011). Analysis of short-answer question styles versus gender in pre-clinical veterinary education. Journal of Veterinary Medical Education, 38(1) 67-73.

Foster, N. Gardner, D., Kydd, J., Robinson, R., & Roshier, M. (2010). Assessing the influence of gender, learning style, and pre-entry experience on student response to delivery of a novel veterinary curriculum. Journal of Veterinary Medical Education, 37(3), 266-275.

Magalhães-Sant'Ana, M., Lassen J., Millar, K. M., Sandøe, P., & Olsson, I.A. (2014). Examining why ethics is taught to veterinary students: A qualitative study of veterinary educators’ perspectives. Journal of Veterinary Medical Education, 41(4), 350-357.

Mills, J. N., Volet, S. & Fozdar, F. (2011). Cultural awareness in veterinary practice: Student perceptions. Journal of Veterinary Medical Education, 38(3), 288-297.

Newman, I. (2019). When saying ‘go read it again’ won’t work: Multisensory ideas for more inclusive teaching and learning. Nursing Education in Practice, 34, 12-16.

Tayce, J. D., Burnham, S., Mays, G., Robles, J. C., Brightsmith, D. J., Fajt, V. R., & Posey, D. (2016). Developing cultural competence through the introduction of medical Spanish into the veterinary curriculum. Journal of Veterinary Medical Education, 43(4), 390-397.

Taylor, K. A. & Robinson, D. C. (2009). Unleashing the potential: Women’s development and ways of knowing as a perspective for veterinary medical education. Journal of Veterinary Medical Education, 36(1), 135-144.

Tendo, D., Ekiri, A. B., Khaitsa, M. L., & Sischo, W. M. (2014). Case study of experiental learning through a training model at the science and policy interface: The National Animal Health Policy and Food Security course. NACTA Journal, 58(3), 189–95.

Contact Info

Andrea Kepsel
Health Sciences Librarian
(517) 884-0898