Featured Resources

TBLC – Featured Module: The Manager’s Job

This month’s featured module is The Manager’s Job. The Module was developed by Dr. Mark Harrison, reviewed, and published to the Resource Bank in the Winter of 2017. The Manager’s Job module was designed for a course in Management at a liberal arts college. The primary focus is on critical thinking and communication skills, which have priority over technical knowledge and skills. The course serves as part of a broader effort to do Writing Across the Curriculum. This module is traditionally taught in small sections of 15 – 20 students of traditional age. These students have negligible prior exposure to Management, but they have read Harrison (2012) Note on Decision Cases Situation Analysis.

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

  • Think critically and analytically; communicate clearly (both orally and in writing)
  • Apply managerial theories to realistic business situations; specifically, to apply Mintzberg’s ‘ten roles of a manager’ to the situation of Jessica Gonon in the case “Mommy-Track Backlash”.
  • Perform a situation analysis on a realistic management situation and make a reasoned recommendation for a course of action.

The Manager’s Job module includes a nine question RAT and two 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.

TBLC – Featured Module: Exploring Potential New Treatments For Alzheimer’s Disease

This month’s featured module is the Exploring Potential New Treatments For Alzheimer’s Disease module. The Module was developed by Dr. Leanne Coyne, reviewed, and published to the Resource Bank in the Winter of 2014. The Exploring Potential New Treatments For Alzheimer’s Disease module was used in a neuropharmacology course to introduce students to the challenges in treating Alzheimer’s disease. This course is taught to pharmacy students in their second semester of pharmacy school. All students have a bachelor’s degree or equivalent and prior education in biology.

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

  1. Explain what is currently known about the underlying pathophysiology of Alzheimer’s disease.
  2. Identify potential drug targets based upon our current understanding of Alzheimer’s disease pathophysiology.
  3. Predict systemic effects that may occur if a potential drug target is modulated.

The Exploring Potential New Treatments For Alzheimer’s Disease 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 or you can click here to join the TBLC today.

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 – Patricia Gwirtz

Field of Instruction: Physiology
Type of Institution: Health Science Center, graduate level instruction
Location: University of North Texas Health Science Center at Fort Worth, Texas

My TBL Experience: I have attended several workshops and conferences to gain knowledge about Team Based Learning and how to implement Team Based Learning into my teaching. Dr. Wayne McCormack first visited the Graduate School of Biomedical Sciences at the University of North Texas Health Science Center at Fort Worth in 2011. After his workshop, I had the pleasure of going to dinner with him and learn more about Team Based Learning (TBL). I have been attending the Annual TBL Conferences since then. I took the lead at our institution in helping other faculty learn about TBL technique, how to write TBLs, and how to use them in the classroom. Most of the faculty was skeptical and since I do not mind being the first to try out new teaching methods, I was the first faculty at UNTHSC to use TBL in medical school classroom (student size of 230). Many other faculty attended just to see how it can be done with such a large class because they just knew it was going to be a failure, especially with such a large class. It was a great success. We have been using TBLs in our classrooms ever since. The medical school has modified them and calls them Team Learning Modules. I have created several TBLs that have been used in our graduate physiology course (there will be 7 TBLs in the course this spring) and for a physiology course I teach to physical therapy students.

Mentoring Experiences: Since 2014 I have been invited to conduct TBL workshops and to mentor faculty on incorporating TBLs into the teaching programs. I have presented workshops several time to the faculty here at the University of North Texas Health Science Center at Fort Worth, Texas. I was honored to present three workshops to the faculty and administration at Moscow State University of Medicine and Dentistry in Moscow, Russia (Department of Pathophysiology and the entire faculty and administration), University of Puerto Rico at Cayey, St. Mary’s University in San Antonio School of Science, Engineering and Technology), Texas, and Texas Woman’s University in Denton, Texas (along with Dr. Ruth Levine – I think I learned more from her than I contributed). I have been advising and mentoring several faculty at the University of North Texas Health Science Center and I also work with a faculty member at Moscow State University by helping her develop her TBLs for a pathophysiology course. This has proven to be an interesting and rewarding experience. The TBLs I developed must be translated into Russian and that can prove to be amusing at times.

Research: Incorporating TBLs into the graduate physiology course was an important component of the Quality Enhancement Program for accreditation by the Southern Association of Colleges and Schools. I am in the process of analyzing data examining the improvement in higher order thinking skills of our student and the role TBLs played in any improvement. Once this data is completed, it will be written up for publication.

Featured Member – Ed McKee

Discipline: Biochemistry, Molecular and Cell Biology, Medical Genetics

Institution: College of Medicine, Central Michigan University
Mt Pleasant, MI 48859, USA

TBL Experience: I was recruited to the recently formed College of Medicine at Central Michigan University as the Founding Chair of Foundational Sciences. I now serve as Senior Associate Dean – Research, and Professor of Biochemistry and Medical Genetics. Prior to this appointment, I directed and taught courses in medical biochemistry and molecular biology as well as medical genetics at Indiana University School of Medicine – South Bend. I developed and used Team Based Learning extensively in these courses from 2006-2011. I moved to Central Michigan University in 2011 and have worked here to incorporate TBL into an innovative and integrated curriculum. I have been active in the Team-Based Learning collaborative since 2007 serving as treasurer 2012-2016, and as a member of the Executive committee from 2010-2016. I have also served as treasurer and past Vice-President and a member of the Executive Committee of the Association of Biochemistry Educators (2009-2015), (ABE), a group dedicated to supporting and enhancing the teaching of Biochemistry in medical, dental, and pharmacy schools. I have given workshops on Team-Based learning for the TBLC “Train the Trainers” Program and at National and International meetings as well as at Universities and Medical Schools.

Mentoring experience:

Years of TBL Teaching: 11

I have mentored several medical school basic science faculty in the TBLC Train the Trainers program and have served informally by providing TBL modules and mentoring to many faculty, mostly in medical science education who are interested in using TBL, especially to teach biochemistry and medical genetics. I have been closely involved in mentoring faculty at my present institution in TBL.

Adaptions: We have developed a technique at Central Michigan University College of Medicine in which Case-based learning is used as pre-work for the TBL, which it turn serves as an assessment of the Case-based learning. We have submitted one of these to MedEdPortal for review.

Research: I have not conducted any research in TBL, but have published four TBL modules in MedEdPortal.

Assisting members as a TBL-Trainer:

  1. I have experience in providing workshops on many aspects of TBL; including, TBL 101, Designing Modules, Peer Evaluation, and Facilitation.
  2. I have specific experience in developing and sharing modules in Medical Biochemistry and Medical Genetics and have given workshops and mentored faculty in these disciplines using these modules as examples.
  3. I have more recently gained experience at a new medical school in developing TBL modules in an integrated medical school curriculum, in which faculty from different disciplines work together to develop TBL modules, many of which are coupled with Case-Based Learning.

How has the TBLC assisted me?

I became interested in TBL in 2004 and received my initial exposure by visiting Wright State Boonshoft School of Medicine and becoming a member of a student team in Dr. Paul Koles’ pathology class. This was a wonderful experience and got me started. However, it was membership in TBLC and attendance at subsequent TBLC meetings that aided me greatly in filling in important details. Here I learned the importance of peer evaluation and how to design peer evaluation instruments. Here I learned to improve my facilitation skills, and how to mentor other faculty in improving their facilitation skills. Lastly, membership in the TBLC and attendance at meetings provide an important outlet for educational scholarship and an opportunity to develop networks of support.

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.