Department of Veterinary Pathobiology

Tamara HancockTamara Hancock
Coordinator of Curriculum and Student Outcomes

Assistant Teaching Professor

  • D.V.M., Iowa State University
  • M.S., Biomedical Sciences, University of Missouri
  • Ph.D., Learning, Teaching, and Curriculum, University of Missouri
  • Diplomate ACVP (Clinical)

 

Building Address: W227 Veterinary Medicine Building
Phone Number: 573-882-6705
Email: hancockts@missouri.edu

 

 

Research Emphasis: Dr. Hancock’s primary research investigates the learning environment and hidden curricula, professional socialization, and inclusion and belonging with particular emphasis on mental health and well-being in the veterinary medical profession. She also collaborates with faculty on their educational research or scholarship of teaching and learning projects.

Teaching Responsibilities: Dr. Hancock has multiple teaching roles in the CVM, serving as a faculty member who contributes to the professional degree program as well as professional development opportunities for students and faculty. In the professional degree program, she team teaches in lectures and/or labs for veterinary clinical pathology courses, VPBIO 5578 and VPBIO 6647. In addition, she is the course coordinator for the problem-based learning elective, VMS 6987, and also participates in communication skills coaching for the Veterinary Health Center orientation, VMS 6001, and provides seed talks the Healer’s Art, VMS 6001. She supports professional development for students and faculty in areas of education topics, experiential facilitation, communication skills, wellness, and storytelling for the CVM’s freshman orientation program, Veterinary Enrichment and Teambuilding (VET).

Selected Publications: For her most up to date list of publications, check her ORCID iD.

  1. Birt, J. A., Brodsky-Rega, C., Khajeloo, M., Siegel, M. A., Hancock, T. S., Cummings, K. S., & Nguyen, E. (2019). Going against the grain: enacting reform-based ideas in college science teaching. Science Education, 103(4), 770-798. doi: 10.1002/sce.21519
  2. Hancock, T. S. & Fontanella-Nothom, O. (2019). Becoming with/in flux: Pedagogies of sustainment (POSt). Qualitative Inquiry. Advanced online. doi: 10.1177/1077800419874827
  3. Hancock, T. S., Friedrichsen, P., Kinslow, A. K., & Sadler, T. D. (2019). Selecting socio-scientific issues (SSI): A grounded theory study of how science teachers collaboratively design SSI-based curricula. Science and Education, 28(6-7), 639-667. doi: 10.1007/s11191-019-00065-x
  4. Karaffa, K. & Hancock, T. S. (2019). Mental health experiences and service use among veterinary medical students. Journal of Veterinary Medical Education. Advanced online. doi: 10.3138/jvme.1017-145r1.
  5. Karaffa, K. & Hancock, T. S. (2019). Mental health stigma and veterinary medical students’ attitudes toward seeking professional psychological help. Journal of Veterinary Medical Education. Advanced online. doi: 10.3138/jvme.1217-185r.
  6. Nistala, R., Habibi, J., Aroor, A., Sowers, J. R., Hayden, M. R., Meuth, A., Knight, W., Hancock, T., Klein, T., DeMarco, V. G., & Whaley-Connell, A. (2014). DPP4 inhibition attenuates filtration barrier injury and oxidant stress in the Zucker obese rat, Obesity, 22(10), 2172-2179. doi: 10.1002/oby.20833.


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