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TBLC – Call for Members in the News Submissions – Deadline January 5

The next issue of the electronic membership newsletter of the Team-Based Learning Collaborative (TBLC) will be published in January. The purpose of this newsletter is to connect the TBLC membership with information, opportunities, resources, and each other.

We are very pleased to dedicate one section of this newsletter to recognize the professional accomplishments of our members but we need your help! Have you received awards or promotions, landed a great new job, or published an article or research in the last year? We would like to know about it and celebrate your accomplishments in our newsletter!

Please submit your news online here for inclusion in the next edition. Sorry, we can only include professional accomplishments in the newsletter, but welcome you to share your personal news on the TBLC Facebook page!

Deadline: January 5, 2018

TBLC – Featured Module: Feedback, Reinforcement, and Intrinsic Motivation

This month’s featured module is “Feedback, Reinforcement, and Intrinsic Motivation.” The module was developed by Dr. Karla Kubitz, reviewed, and published to the Resource Bank in the Summer of 2016. The “Feedback, Reinforcement, and Intrinsic Motivation” module was designed for a course called Psychology of Sport. Psychology of Sport is a required class for undergraduates majoring in Physical Education/Teacher Education and Sport Management. It is also a possible free elective for students in any major across campus. Students are typically junior or senior standing and must have completed an introductory psychology class.

The module focuses on 15 learning goals. The learning goals are:

  1. Distinguish the terms involved in stimulus response theory, including positive reinforcement, negative reinforcement, punishment, response cost, shaping, extinction, backward chaining, and forward chaining.
  2. Recognize the guidelines for using positive reinforcement effectively.
  3. Recognize the common criticisms of punishment.
  4. Identify the purpose and the six components of the acronym TARGET.
  5. Describe the methods and the key findings of the Komaki & Barnet (1977) study.
  6. Distinguish terms involved in self-determination theory, including integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation.
  7. Identify the location of the ‘threshold of autonomy’ on the continuum of intrinsic and extrinsic motivation (i.e., the self-determination continuum).
  8. Interpret the model illustrating cognitive evaluation theory.
  9. Interpret the flow model.
  10. Compare and contrast stimulus response theory and self-determination theory.
  11. Apply cognitive evaluation theory.
  12. Apply the acronym TARGET to the situation in the movie, Miracle on Ice.
  13. Apply the flow model to the situation in the movie, Miracle on Ice.
  14. Apply stimulus response theory to the situation in the movie, Miracle on Ice.
  15. Apply self-determination theory to the situation in the movie, Miracle on Ice.

The “Feedback, Reinforcement, and Intrinsic Motivation” module includes a nine question RAT and one Application Exercise.

This module and many more can be found in the TBLC Resource Bank. Click here to log in to the Member’s Site.

Did you know that you can submit your own module to be peer reviewed by fellow TBLC members and included in the TBLC Resource Bank? Click here to download the Resource Bank submission form and e-mail it to

TBLC 2018 – Poster and Oral Presentation Abstracts Now Online

The 2018 TBLC Annual Meeting poster and oral round table abstracts are now listed online. Abstracts are listed in one of three categories – Fundamentals, Innovation, and Research and Scholarship. Please click the following links for each category of abstracts:

Abstracts – Fundamentals
Abstracts – Innovation
Abstracts – Research and Scholarship
Abstracts – Oral Round Table

Have you registered for the 2018 meeting? Registration is available online at!

We look forward to seeing you in San Diego!

TBLC 2018 – Plenary Highlight: Larry Michaelsen

The 17th Annual TBLC Conference is just around the corner, and we would like you to get to know our keynote speakers! We have two keynote speakers this year, and we hope you enjoy their presentations.

Larry Michaelsen: Reflecting on TBL with the Master

Larry K. Michaelsen (Ph.D. in Organizational Psychology from The University of Michigan) David Ross Boyd Professor Emeritus at the University of Oklahoma, Professor of Management at Central Missouri State University, a Carnegie Scholar, a Fulbright Senior Scholar and, former Editor of the Journal of Management Education. He is active in faculty and staff development activities and has conducted workshops on teaching effectively with small groups in a wide variety of university and, corporate settings. Dr. Michaelsen has also received numerous college, university and national awards for his outstanding teaching and for his pioneering work in two areas. One is the development of Team-Based Learning, a comprehensive small-group based instructional process that is now being used in over 100 academic disciplines and on over 200 campuses in the US and in eight foreign countries.

Have you registered for the 2018 TBLC Meeting yet? Register online today at!

TBLC Exhibiting at NVMO Meeting

The TBLC will be exhibiting at the annual meeting of the Netherlands Association for Medical Education (NVMO) in Egmond aan Zee, The Netherlands on November 17-18, 2017. If you plan on attending this meeting, don’t miss this session and do not forget to swing by the TBLC booth and say hello!

As the first initiative of the new European TBL Community (ETBLC), Jacqueline Vos, Fanny Huijbregts, and Joy de Vries will deliver a special workshop session on “Designing Challenging Applications for TBL Sessions.” The ETBLC was created to help disseminate Team-Based Learning to educators and educational institutions across Europe, creating a continental TBL network made up of local communities of practice, and provide resources and development opportunities to every TBL practitioner who engages with us.

Information on the 2017 NVMO meeting can be found here.

We look forward to seeing you there!

TBLC – Reminder: Call for Grant Applications Due 12/1!

As a reminder, TBLC is currently accepting applications for the 2018 TBLC Research Grant program. The deadline for submitting proposals is December 1, 2017. Proposals are to be submitted to Danielle Inscoe via email at before the December 1 deadline. More information on grant proposals may be found here.

All TBLC members of at least two years are eligible to submit a grant proposal. Preference will be given to new projects and must be relevant to the mission of TBLC. The results of funded projects must be presented at a future TBLC meeting. The initial funding award will be announced via email, and at the 2018 TBLC meeting.

TBLC 2018 – Pre-Conference Workshop Information

The 2018 Annual TBLC Meeting will be taking place from March 1 through March 3, 2018. Thursday, March 1 is a pre-conference workshop day, and we would like to highlight some of the sessions for you.

TBL 101
Presented by Annetta Dolowitz, Sarah Lerchenfeldt, and Elizabeth Oldland

This is the single best introduction to TBL, conducted in a TBL format. Participants must prepare ahead, take an iRAT, and engage actively with their assigned team members. The structure, process, and essential characteristics of an effective TBL module are emphasized.

By the conclusion of this workshop, participants will be able to:

  • Explain the key components of a successful TBL module.
  • Outline how they would construct a TBL module from a set of objectives.
  • Describe how they might convert a course/lecture they already teach into a TBL module.
  • Illustrate how to transform a small group into a productive learning team.

Creating an Effective TBL Module
Presented by Lorrie Comeford and Michelle Farland

This workshop is for instructors who have completed an introductory workshop Team-Based Learning, or who have experience with using TBL in the classroom. Team-Based Learning modules can sink or swim based on the way the components of the module fit together, therefore a TBL module requires careful planning and alignment of the learning objectives, readiness assurance process, and team application exercises. This workshop will emphasize backward design for writing effective TBL modules. The workshop will address each aspect of a TBL module: high quality learning objectives; pre-class preparation and the readiness assurance process; and the 4-S principles for designing team applications. Upon completion of the workshop, participants will be prepared to design their own TBL module.

By the conclusion of this workshop, participants will be able to:

  • Define the elements of a good “higher order” learning objective.
  • Identify common flaws in poorly written multiple choice questions.
  • Identify how to use the 4-S’s in the design of team application exercises in different formats (e.g. multiple choice questions, gallery walk).
  • Use backward design to align team application questions to the readiness assurance process, the advance preparation assignment, and learning objectives.

Please note that TBL 101 and Creating an Effective Module have an additional fee of $85 each.

This year, we will also be offering a “Research Development Day” option during the pre-conference day to be presented by members of the TBLC Research and Scholarship Committees. This track of workshops will include information on scholarship and research, mini workshops on “Turning Teaching into Educational Scholarship” and “From Research Idea to Research Question,” as well as information on improving research proposals and help putting together research collaboration groups.

Registration is set to open soon, so be sure to keep an eye on your email! We look forward to seeing you in San Diego!

TBLC – Featured Module: Strategic Management, Strategic Planning, and Strategic Analysis

This month’s featured module is “Strategic Management, Strategic Planning, and Strategic Analysis.” The module was developed by Annetta Dolowitz, reviewed, and published to the Resource Bank in the fall of 2016. The “Strategic Management, Strategic Planning, and Strategic Analysis” module was designed for a course in Nonprofit Organizational Management.

The module focuses on seven learning goals. The learning goals are:

  1. Demonstrate and apply experience and skills that you have read or heard in class activities, and in your service learning projects, while adding skills to your resume.
  2. Identify the theoretical and conceptual foundations of a nonprofit.
  3. Assess and explain how strategic management competencies are applied to nonprofit organizations by running a SWOT analysis.
  4. Take the results of your SWOT analysis to evaluate Class NPO Partner to develop and defend strategies to address your findings for the Class NPO Partner Project.
  5. Critique the role of accountability, ethics, and social responsibility in the management of a nonprofit organization.
  6. Evaluate, explain, and defend the results of your project for your partner NPO.
  7. Demonstrate professional development.

The “Strategic Management, Strategic Planning, and Strategic Analysis” module includes a 10 question RAT and 2 Application Exercises.

This module and many more can be found in the TBLC Resource Bank. Click here to log in to the Member’s Site.

Did you know that you can submit your own module to be peer reviewed by fellow TBLC members and included in the TBLC Resource Bank? Click here to download the Resource Bank submission form and e-mail it to

TBLC – Educational Development Committee Activities Update

The Team-Based Learning Collaborative (TBLC) would like to offer information and updates on all of the committees that help make the TBLC what it is. This month, we’d like to present our Educational Development Committee and describe what it does for the organization.

The Educational Development Committee (EDC) is responsible for obtaining, evaluating, developing, and disseminating TBL best practices and materials about TBL for use by the TBLC membership. This includes the evaluation of materials used for the “TBL 101” and “Designing an Effective TBL Module” pre-conference workshops ahead of the Annual TBLC and IAMSE Meetings, as well as TBLC-sponsored regional fly-in workshops each fall. Over the past two years, the EDC has been building a repository of materials used to meet the objectives of these workshops and identifying TBLC Certified Trainer-Consultants to facilitate these sessions.

Additionally, at each Annual TBLC Meeting, the EDC reviews the poster session research to identify presenters who are willing to author a “TBL Tip” for inclusion in the TBLC Newsletter. The committee specifically looks for content it considers to be of general interest to the TBLC membership and works with the authors to distill and format their work. Typically 3-4 “TBL Tips” are published annually.

If you have any questions about the Educational Development Committee or its role in supporting the TBLC, please contact Danielle Inscoe (TBLC Account Manager) at

Featured Module: Drug Discovery and Classification

This month’s featured module is “Drug Discovery and Classification.” The module was developed by Dr. Michael Nelson, reviewed, and published to the Resource Bank in the fall of 2015. The “Drug Discovery and Classification” module was designed as the first module for a class serving as an introduction to the basic and pharmaceutical sciences (physiology, pathophysiology, immunology, biochemistry, pharmacology, pharmaceutics, pharmacokinetics, medicinal chemistry) in a Doctor of Pharmacy (PharmD) curriculum.

The module focuses on 9 learning goals. The learning goals are:

  1. Provide a definition for “drug” and “pharmacognosy”
  2. Describe characteristics used to classify drugs into drug families
  3. Distinguish between traditional small molecule drugs and macromolecule drugs
  4. Describe the differences among natural, semi-synthetic, and synthetic drugs
  5. Identify sources of drug discovery
  6. Describe methods by which drugs are discovered or designed
  7. Describe the difference between a generic and brand (trade) drug name
  8. When given two or more generic drug names, predict which drugs are within the same drug class
  9. Apply concepts of drug discovery and classification to describe a new drug entity

The “Drug Discovery and Classification” module includes a 5 question RAT and 1 Application Exercise.

This module and many more can be found in the TBLC Resource Bank. Click here to log in to the Member’s Site.

Did you know that you can submit your own module to be peer reviewed by fellow TBLC members and included in the TBLC Resource Bank? Click here to download the Resource Bank submission form and e-mail it to