Featured Resources

TBLC – March Featured Resource

This month’s featured module is the Personality in Sport and Exercise module. The Module was developed by Dr. Karla Kubtiz, reviewed, and published to the Resource Bank in the Fall of 2015. The Personality in Sport and Exercise module was designed for an undergraduate course for students majoring in Physical Education/Teacher
Education, Athletic Training, and/or Sport Management as well as a free elective for all students.

The Module focuses on four learning goals. The Learning Goals are:

  1. Identify the dimensions, the levels, and the personality characteristics of the Martens model of personality.
  2. Classify statements illustrating various personality characteristics (i.e., beliefs, personality traits, and personality states) according to their levels in the Martens model of personality.
  3. Decide which of several sentences in a case study best illustrates a selected personality characteristic in the Martens model of personality.
  4. Use correlational data to decide which of several personality characteristics in the Martens model of personality would be the most problematic/most important to change.

The Personality in Sport and Exercise module includes a five question RAT and three 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 resources@tblcadmin.org.

Featured Member – Rick Goedde

Rick Goedde is Associate Professor of Economic Studies and Director of Management Studies in the Department of Economics at St Olaf College, Northfield, MN. He has 7 years of TBL teaching experience, and is a TBLC Trainer/Consultant. He teaches classes of about 30 students in two separate classes in finance and management. These students are drawn from across his college from more than 20 majors including dance, philosophy, art history, business, etc.

Rick’s particular interest is in developing student accountability for team application activities. To this end, he has devised a “just in time” teaching approach that incorporates the TBL application exercise principles, but requires students to submit individual answers to instructor- posed questions just a couple of hours before class time using a quiz facility. This work prepares each student for productive work on classroom activities.

TBLC – February Featured Resource

This month’s featured module is the Developing and Testing Your Own Stock Screen module. The Module was developed by Dr. Rick Goedde, reviewed, and published to the Resource Bank in the Spring of 2014. The Developing and Testing Your Own Stock Screen module was designed for an introductory undergraduate course in investments.

The Module focuses on three learning goals. The Learning Goals are:

  1. Identify stock characteristics that have historically led to high-performance.
  2. Identify screening criteria that are invalid or illogical.
  3. Optimize a back-tested stock screen.

The Units and Measurement module includes a 10 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 resources@tblcadmin.org.

Featured Member – Raymond Frost

Raymond FrostRaymond teaches Management Information Systems in the Ohio University College of Business in Athens, Ohio. Raymond served as the co-leader for the trainer consultant workshop at the 2016 TBL Conference in Albuquerque.  He has also been a co-leader for two interdisciplinary TBL faculty learning communities at Ohio University, and has led multiple TBL 101 workshops.  He has mentored faculty in a variety of disciplines (for example, Biology, Sociology, Anthropology, English, Business, Statistics, Communications, Classics, Religion, Health Sciences, and Atmospheric Science), as well as faculty going through the trainer/consultant program. In addition, he serves on the international trainer/consultant certification committee. Raymond is working with systems to move iRATs, tRATs, and GAE (Group Application Exercises) online for in-classroom use and online courses.

January Featured Resource

This month’s featured module is the Vocal Pathologies module. The Module was developed by Dr. Julie Estis, reviewed, and published to the Resource Bank in the Fall of 2016. The Vocal Pathologies module was designed for “Exercise Psychology,” which is a required class for undergraduates majoring in Exercise Science as an undergraduate basic science course as well as a free elective for all students.

The Module focuses on two learning goals. The Learning Goals are:

  1. Differentially diagnose voice disorders based on etiology, laryngeal structure, and laryngeal
    function.
  2. Analyze vocal fold imaging to determine structural and function vocal pathology

The Units and Measurement module includes a 10 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.

Featured Member – Marty Eng

Marty EngMarty is an Associate Professor at Cedarville University in Ohio, where his field of instruction is Pharmacy with a focus on Neurology and Psychiatry. He has been involved with TBL since 2010 where he has used it in large classroom settings (150 students). He completed the TBLC consultant Certification program in 2012 and is on the TBLC training and Certification Committee. Marty has mentored health professional faculty in the Midwest; these mentoring experiences helps fuel his enthusiasm for TBL.

Marty has extended the use of technology in his pre-learning assignments. Besides the required readings, he makes use of podcasts, interactive web books and recorded lectures. He feels this strengthens the pre-class learning structure to allow much of the foundational learning to occur outside the classroom prior to the RATS.

For a list of past Featured Members, click here.

December Featured Resource Highlight

This month’s featured module is the Units and Measurement module. The Module was developed by Dr. Lorrie Comeford, reviewed, and published to the Resource Bank in the Fall of 2015. Units and Measurement module was designed for “General Chemistry I” as an undergraduate basic science course.

The Module focuses on nine learning goals. The Learning Goals are:

  1. Identify units for mass, volume, time, and temperature
  2. Make unit conversion with common SI prefixes (milli, centi, kilo) without a table of conversion factors
  3. Convert between Celsius and Kelvin temperature using an equation
  4. Use a table of conversion factors to make unit conversions
  5. Use unit cancellation to show the process calculations involving units
  6. Identify the number of significant figures in a measurement
  7. Round to a given number of significant figures
  8. Report the result of a calculation with appropriate number of significant figures
  9. Solve quantitative problems using units

The Units and Measurement module includes a 5 question RAT and 3 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.

Featured Member – Lorrie Comeford

Lorrie ComefordLorrie has been using TBL in her first semester General Chemistry course at Salem State University (Salem, Massachusetts) since 2010. During 2015-16, she facilitated a year-long faculty learning community for colleagues from a variety of disciplines who were implementing TBL for the first time. In this environment, faculty worked on TBL basics, developed modules, and tried the modules in their classes. They celebrated each other’s successes and supported each other when things didn’t go as planned. Lorrie has also conducted two TBL workshops at Salem State.

For a list of past Featured Members, click here.

November Featured Members

Michelle Z. Farland – University of Florida College of Pharmacy

Michelle teaches clinical pharmacy practice at the University of Florida College of Pharmacy (UFCOP) in Gainesville, Florida. After being introduced to team-based learning during her 2nd year in post-graduate residency training while at Virginia Commonwealth University, she created a TBL course in chronic disease management for the University of Tennessee College of Pharmacy, Knoxville Campus (her first academic position), and then expanded the use of TBL to other courses in the curriculum (taught across all campuses synchronously using videoconferencing technology). At UFCOP, Michelle has been tasked with faculty development in TBL, as a decision has been made to increase the use of active learning methods in the curriculum. Michelle has mentored post-graduate pharmacy residents and other faculty in TBL and has conducted TBL workshops within and outside the institutions she has worked for. She especially enjoys working with faculty to develop creative approaches to team applications.

 

Sandy Cook – Duke-NUS Medical School

sandy-cookIn June 2006, Sandy joined the Duke – NUS Medical School in Singapore, as Associate Professor and the Associate Dean for Curriculum Development as well as head of the Medical Education, Research, and Evaluation Department. It was decided that TBL would be the primary mode of instruction for the new medical school’s basic science year. After TBL was implemented at the medical school, Sandy and her colleagues began receiving requests from others in the region to help them develop TBL. Over 600 people have participated in the introductory TBL workshops that Sandy and colleagues developed. In 2012 she began working with the Academic Medicine Education Institute (AM.EI), a joint venture with Duke-NUS and SingHealth – Partners in Medicine as Chief of Pedagogy. To expand and deepen knowledge of TBL, Sandy and colleagues established a three series fellowship in TBL in 2012. The first series, which has had 88 participants from 9 countries, covers the basics of what TBL is; writing objectives, MCQs, and applications; facilitation, and action planning. Series 2 is about mentoring, peer review, advanced facilitation, and evaluation. Series 3 is dedicated to becoming a Certified Trainer.

Click here for a listing of past featured members.

TBLC – October Featured Members

Hugh Clements-JeweryHugh Clements-Jewery

Hugh is currently an assistant professor of physiology at West Virginia School of Osteopathic Medicine (WVSOM); his field of instruction is physiology, with a specialty in respiratory and renal physiology. Hugh has been a TBL practitioner since 2008, when he implemented TBL into the WVSOM Medical Physiology course. When WVSOP transitioned to an integrated curriculum, Hugh helped lead the process of implementing TBL throughout the first two years of courses. As a leader in this process, Hugh served a resource for TBL implementation and, as a member of the TBL review committee, provided feedback and assessment on TBL materials. As a result, Hugh has experience with mentoring colleagues through the provision of constructive feedback. Hugh’s TBL innovation is to create application exercises that have an element of open-ended response while preserving the 4S principle recommended for application exercises. For an example of this innovation, follow this link!

 

Judy CurreyJudy Currey
judy.currey@deakin.edu.au

Judy is a critical care nursing specialist In the Faculty of Health at Deakin University, located in Melbourne, Australia and teaches large classes in a postgraduate critical care program. Judy chairs the TBLC Scholarship Committee. Judy is a graduate of the first cohort of TBLC Trainer/Consultants. In 2009, she pioneered TBL in health education at the university level in Australia; TBL has now been adopted in her university in a variety of undergraduate programs. Judy is a “TBL purist; she believes that the “essential” TBL energizes and inspires educators to do the best they can and results in high levels of student engagement and commitment to learning. Her publications have focused on nurse attitudes and engagement with TBL, the impact of TBL on learning styles, teamwork behaviors and clinical practice, as well as hospital educator perceptions of TBL on clinical performance. Follow this link for more information.