Raymond Frost – Ohio University
Raymond 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.
Rick Geodde – St. Olaf College
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.
Lorrie Comeford – Salem State University
Lorrie 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.
Marty Eng – Cedarville University
Marty 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.
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 Graduate Medical School
In June 2006, Sandy joined the Duke – NUS Graduate 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.
Hugh Clements-Jewery – West Virginia School of Osteopathic Medicine
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 Currey – Deakin University
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.
Daniel (Dan) Brown, Pharm.D. – Palm Beach Atlantic University
Daniel is a Professor of Pharmacy Practice and Director of Faculty Development at the Lloyd L. Gregory School of Pharmacy in West Palm Beach, Florida. He first implemented TBL in a clinical pharmacokinetics course in 2011, and has since completed 5 iterations of that course. He has mentored one trainer-consultant as part of the TBLC program and, as Director of Faculty Development, he has conducted numerous TBL workshops for faculty at his institution and other schools.
Daniel’s two TBL innovations are a “memory quiz” to help students learn critical factual information that is needed in problem-solving, and a “Take Home Points” slide that follows the discussion of every application exercise. Learn more about these innovations by following this link!
Alaa Shoushan – Ras Al Khaimah Medical and Health Sciences University
Alaa is a year 5 medical student at Ras Al Khaimah Medical and Health Sciences University (RAKMHSU) in the United Arab Emirates. Her experience with TBL as a student has motivated Alaa to study the impact of TBL on medical students. Alaa is interested in implementing TBL within an Objective Structured Clinical Examination (OSCE) format. Her proposal to do this is currently under consideration at RAKMHSU. Alaa is an author on the upcoming publication Impact and effectiveness of TBL methodology on MBBS students of RAKMHSU. In addition, she plans to expand upon this research by including additional study years, majors, and instructors.