Conference News

TBLC 2020 Call for Workshop Abstracts Submissions – Due July 15

The Team-Based Learning Collaborative extends a warm welcome to join them for their 19th annual meeting in Portland, Oregon, March 14-17, 2020 at the Hilton Portland Downtown.
Abstracts are currently welcomed for Workshop presentation formats.
Workshops will be accepted within one of three tracks:
  • Fundamentals Track
  • Innovations & Applications track
  • Scholarship & Research Track
Fundamentals Track
Learners will acquire knowledge and skills for implementation of effective TBL. Target audience: educators with less than 3 years’ experience using TBL or educators who want to become more effective in practicing the essentials of TBL.

Innovations and Applications Track
Learners will acquire knowledge and skills for using TBL in specific educational settings or in a specific academic discipline. Creative innovations that remain consistent with TBL principles are encouraged.

Target audience: educators who are currently using TBL and who desire to improve their practice by interacting with those in similar educational roles, disciplines, or settings.

Scholarship and Research Track
Learners will acquire knowledge and skills to critically evaluate the educational process and outcomes of TBL. Workshops emphasizing either qualitative or quantitative research methods are preferred.

Target audience: educators who want to study the TBL process and communicate findings in a scholarly manner, e.g. peer-reviewed publications.

Requirements to be included in workshop proposal

  1. Title of workshop
  2. Organizer and co-leaders: for each person who will facilitate the workshop, submit name, degree, institution, email, phone, and qualifications for leading the workshop. Designate one person to communicate with the program committee. Please note that only registered participants will be listed within the final Conference Program.
  3. Purpose and rationale of the workshop (Workshops proposed for fundamentals track ONLY: Submit learners’ evaluations of a previous workshop you have done on this topic.)
  4. Specific learning objectives of the workshop (behavioral)
  5. Intended audience
  6. Format: the method that leaders will use during the workshop; include description of how essential elements of TBL will be incorporated.
  7. Detailed schedule of workshop activities, with each segment in minutes, including breaks (assume total duration of 120 minutes).
  8. Advance assignments for participants (optional)
  9. Audio-visual requirements: provide a list. NOTE: This will be confirmed by the Admin Planning Team as to availability.
  10. Number of participants: provide the maximum number you will accept
Proposals are to be submitted online using the online submission form found here by July 15, 2020.

If you have any questions or problems with your workshop submission, please send them to at support@tblcadmin.org.

TBLC 2020 Call for Research Grant Submissions – Due July 31

The Team-Based Learning Collaborative (TBLC) wishes to support and encourage research and scholarship in Team-Based Learning (TBL), and therefore announces the 2020 research grant program.

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 2020 TBLC meeting in Portland, Oregon.

Deadline for submission – July 31, 2019

Nominations are to be submitted through our online submission portal here. If you have any questions or trouble submitting, please reach out via email before July 31 to support@tblcadmin.org.

TBLC 2020 Call for Research Grant Submissions – Due July 31

The Team-Based Learning Collaborative (TBLC) wishes to support and encourage research and scholarship in Team-Based Learning (TBL), and therefore announces the 2020 research grant program.

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 2020 TBLC meeting in Portland, Oregon.

Deadline for submission – July 31, 2019

Nominations are to be submitted through our online submission portal here. If you have any questions or trouble submitting, please reach out via email before July 31 tosupport@tblcadmin.org.

How to Obtain Your TBL Fundamentals Certificate After the Meeting

At the 2019 Annual Meeting in Tampa, TBLC offered the five workshops required for the Fundamentals Certificate. In order to receive the TBLC Fundamentals Certificate, you will need to have completed the 5 fundamentals workshops and filled out the application form here. You will receive your certificate when both the form and $25 payment have been received by the TBLC Administrative office.  If you weren’t aware of the Fundamentals workshops offered at the meeting or weren’t able to attend the sessions to complete your certificate, TBLC will be offering all five workshops at the 2020 Meeting in Portland, Oregon! This includes:

 • Fundamental Principles and Practices of TBL
• Creating an Effective TBL Module
• Evaluating Multiple Choice Questions for Readiness Assurance Tests and Application Activities
• Improving Facilitation Skills for a TBL Classroom
• Peer Feedback and Evaluation More information about the certificate and each of the workshops can be found on our website here.

*Free TBLC Webinar* Getting Research Ideas With the Aim of Publication

Please join us in the first of a series in free webinars sponsored by the Team-Based Learning Collaborative, focusing on generating research ideas with an aim at getting that scholarly work published. Many who are teaching-focused would like to (or need to) publish papers, but may not have access to research data in a particular discipline. This TBLC Research and Scholarship webinar is the first in a series that features a wide range of research that members have published.

This inaugural webinar deals with what is possibly the hardest step in the research process, which is to find a workable research idea that draws on our classroom activities. This poses a challenge, because for most of us teaching/education is an unfamiliar discipline, and it may be hard to see how we can draw on our own “technical” discipline research experience for guidance.

Title: Getting Research Ideas With the Aim of Publication
Presenter: Dr. Peter Balan, OAM
Time: Tuesday, April 23 at 12 PM ESTRegistration link: https://attendee.gotowebinar.com/register/8190296598264358668

Dr. Balan’s field of expertise is entrepreneurship and innovation, but he has built a research stream in education/pedagogy and has set up collaborative research projects with TBLC members in different countries. His view is that every time we walk into a classroom we should see the students in front of us as a potential dataset and that there are many possible research ideas that emerge out of our teaching, and out of reflecting on student attitudes and perceptions in general. 
Dr. Balan will talk through a practical approach for generating research ideas, and will use some of his current projects to bring to life the first steps in the research process, which is to identify a research idea and then to turn this into a research question that can be explored using data provided by your students.

Interested in viewing this free webinar? Register using this link. You will then be sent a URL that will connect you with the webinar. We hope you enjoy the first of what will surely be a successful series of webinars all focused on helping you do your best research and scholarship.
 Thank you,Richard Plunkett, PhD
Chair, TBLC Research and Scholarship Committee

Thank you for Making the 2019 TBLC Annual Meeting a Success!

The 2019 TBLC Meeting was a huge success thanks to your participation. Your attendance helps TBLC achieve its goals while allowing our members to receive valuable networking and resources. We would like to give a special thank you to Jennifer Styron and the 2018-19 Program Committee for planning this successful meeting in Tampa, Florida.

Additionally, we would like to thank our exhibitors – CognaLearn, The American College of Education, Feel Good Inc., and IAMSE.

For updates on next year’s meeting, be sure to follow the TBLC Facebook and Twitter pages

2019 TBLC Best Poster Developing Flexible Problem Solving Skills in Math Courses Through Team-Based Inquiry Learning

We would like to extend our congratulations on behalf of the TBLC to this year’s poster award winners: Drew Lewis & Julie Estis. Their poster abstract was titled “Developing Flexible Problem Solving Skills in Math Courses Through Team-Based Inquiry Learning.” As the lead presenter, TBLC is pleased to announce that Drew Lewis will receive one year of free membership for winning. Please see their abstract below:

Developing Flexible Problem Solving Skills in Math Courses Through Team-Based Inquiry Learning
Drew Lewis and Julie Estis
University of South Alabama Background: While the need to increase active learning in mathematics education is well established, the question of which methods are the most effective remains unanswered. Flipped learning and Inquiry-Based Learning are arguably the two dominant pedagogies; very little work has been done on using TBL in math courses. We implemented TBL as a means of hopefully solving one particular challenge we see in math courses, namely that students become quite proficient at applying algorithms, but have difficulty thinking flexibly enough to apply their knowledge in new situations. Thus, we endeavored to study if TBL could increase students’ flexibility in problem solving skills.

Methods: We used a quasi-experimental setup, with two instructors teaching one linear algebra section via TBL and one via lecture in the same semester. The following semester, all six sections were taught using TBL. A common set of materials was used across all courses. Students were surveyed at the beginning and end of the course, and a focus group with students from a TBL section was conducted at the end of the second semester.

Results: In the quasi-experimental setup, students in TBL sections had a larger increase in flexible mathematical mindset (as measured by a short survey) over the course of the semester. Interestingly, in the second semester, this change was larger for female than male students. Moreover, in examining student work on assessments, students in the TBL sections were more likely to use a variety of strategies to solve a problem, while lecture students were more likely to blindly apply a memorized algorithm. Qualitative data from surveys and the focus group indicated that students recognized that the TBL structure allowed them to see multiple approaches to a problem.

Conclusion: TBL increases flexibility in problem-solving for linear algebra students.  Be sure to check out all of the abstracts from the annual 2019 meeting: 
Fundamentals Poster Abstracts
Innovations Poster Abstracts
Research & Scholarship Poster Abstracts
Other Poster Abstracts

2019 TBLC Best Paper Award Winners

During the recent 2019 annual awards and recognition dinner at the annual meeting in Tampa, Florida, we recognized two papers who stood out among the rest. In an effort to recognize excellence and innovation in advancing Team-Based Learning through research and scholarly publications, two papers were awarded top honors in the following categories:

Research Category
Dr. Elizabeth Oldland
Oldland, E. et al. 2017. Nurses’ perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections. Nurse Education in Practice, 34:62-69.

Scholarship Category
Dr. Holly Bender
Rands, M.L. et al. 2017. The Role of Faculty Learning Communities in Supporting Team-Based Learning. J. Faculty Devel., 31 (3):61-78. 

Winning articles were published in a peer-reviewed journal in the last two calendar years (2017 or 2018), are consistent with the entire TBL process, and align with the mission of the TBLC.