Tag Archives: tbl

Call for Members in the News Submissions – Deadline February 6

The next issue of the electronic membership newsletter of the Team-Based Learning Collaborative (TBLC) will be published in February. 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:February 6, 2019

TBLC Featured Resource Lecture-Free Classroom Sessions

Title: Lecture-Free Classroom Sessions
Authors: Peter Balan, OAM, PhD
Affiliations: University of South Australia, Australia
Resources available with this module: Module User Manual, Excel spreadsheet for compiling evaluations of this teaching method, Implementing Class Tests PowerPoint Slides, Implementing Class Tests Slides (PDF Version)
Context: Entrepreneurship, creativity and commercialisation, but it can be applied in any discipline
This manual describes the way

that you can conduct classroom sessions that follow the classroom iRAT and tRAT tests. In other words, this approach is used in the classroom time that is normally used for “mini-lectures” and application exercises. This approach replaces the “mini-lecture” in a way that is based on the TBL principles and allows the whole classroom period to be conducted in a way that is faithful to these principles. 


Objectives
For the educator, this method provides:

  • A simple and flexible method for implementing a consistent TBL approach in the classroom in sessions for which students cannot reasonably pre-learn course content;
  • A delivery method that to a large extent removes time constraints. It allows the educator to spend time on sessions that require more attention, while being able to condense sessions where it is clear that students have come to grips with the content and its application.

For the student, this method provides:

  • A student-based learning approach that helps students to learn course content in a collaborative learning environment
  • Team activities that support and reinforce the development of good teamwork practice
    experience in speaking to a large group, where each student in a team contributes at the classroom level by reporting the deliberations of the team

For more information on this, and more, modules available in the Resource Bank, please visit theResource Portal.

Call for Research Grant Proposals – Due November 1

PURPOSE
The TBLC supports and encourages research and scholarship in TBL. To help its members participate in opportunities that provide educational scholarship, the TBLC will provide funding to initiate new educational research or evaluation proposals in 2019-2020. Project budgets of $2,000-$5,000 may be requested, with single institution projects to be awarded at the low end, and collaborative multi-institution projects at the high end. The TBLC seeks to promote collaborative projects across institutions, and seeks to stimulate the development of a community of educational scholars. Project proposals must be consistent with published criteria for educational scholarship and provide additional opportunities for others to build upon this work.

ELIGIBILITY
Applicants who are current TBLC members, or from a TBLC member institution are eligible to submit a proposal. Applicants may submit only one proposal. Applicants or supporting institutions must have been a TBLC member for at least the past 2 years prior to the time of application. Proposals with multiple investigators will be accepted; however, at least one investigator must meet the TBLC membership requirement. Previously successful applicants are not eligible to apply.

Application Deadline: November 1, 2018

TIMELINE 
Announcement of Awards: March, 2019 (at the Annual TBLC Meeting in Tampa Bay, FL)
Upon completion of the project the Principal Investigator or nominee is required to present the project results at an annual meeting of the TBLC within 2 years of successful grant announcement.

All publications, presentations and/or products resulting from this project must acknowledge the TBLC as a sponsor of the work.

BUDGET 
Allowed Expenses:

  • Administrative, technical, or statistical support to carry out project
  • Research supplies and expenses (e.g., survey instruments, duplication, mailings)
  • Communication between participants (e.g., web/phone conference)
  • Travel required to conduct the study

Not Allowed:

  • Faculty salaries and benefits
  • Travel to attend the TBLC or other meeting to present project results
  • Indirect costs (Facilities & Administration including all institutional overheads)

QUESTIONS
All inquiries and communications should be addressed to the TBLC Research and Scholarship Committee Chair at support@tblcadmin.org.

TBL Research Grants ~ Submission Instructions
Applications must be submitted electronically as a single PDF document by 5:00 pm Eastern USA time on Thursday, November 1, 2018 to our online submission system.

Cover page must include:

  1. Name of applicant(s) and affiliated TBLC school(s)
  2. Project title
  3. Contact information for project leader (mailing address, telephone, fax, e-mail)
  4. Institutional grant/development officer to whom payment will be made (name, title, address, phone, fax and e-mail).

Proposal must be typed with 12 point font, 1 inch (2.5 cm) margins, and should not exceed 5 single spaced typed pages including all text, tables, and figures. Include the following subheadings:

  1. Statement of the Problem/Background
  2. Review of Pertinent Literature
  3. Methods (e.g. Design, Setting, Sample, Instruments, Data Analysis, Ethics, etc.)
  4. Anticipated Outcomes (e.g., educational impact, learning outcomes)
  5. Plan for Dissemination of Project Outcomes (regionally, nationally, and/or internationally). This should include a statement of your intent to present your work at the annual TBLC meeting within 2 years of the award start date.
  6. Project Timeline (not to exceed 12 months, start date due by August 1, 2019)
  7. Budget, including itemized costs
  8. Budget justification

Additional information (not included in the 5 page limit):

  1. Biographical sketches of key personnel (required, max. 2 pages each). Please include relevant education, training & experience, skills and/or list durable educational materials/publications that demonstrate knowledge/skill relevant to the proposed study; list any other education grant support.
  2. References/Literature Cited (required, max 1 page).
  3. Optional letters of support from any key participants or institutional support personnel, stating their commitment to the project.

If the proposed research will involve human subjects, a letter of approval from the host Institutional Review Board or Human Research Ethics Committee stating that the project is approved or that approval was not necessary will be required prior to funding of an approved proposal.

PROGRESS AND FINAL REPORTS 
The project should commence no later than August 1, of the year the award is made, or upon receipt of institutional ethics approval (whichever is later), and completion is expected within 12 months. The project director will be required to submit two progress reports. A written interim report will be due 6 months after the project start date, indicating progress to date, obstacles and solutions, preliminary results, etc. A final written report will be due within 60 days of project completion, including a summary of findings and dissemination activities, copies of materials developed, and final budget report. Extensions beyond the 12 month limit must be approved by the TBLC.

Submit your proposals here – Due November 1, 2018

Bylaws Voting Information Online Now

Voting begins October 17

The Steering Committee has proposed several amendments to our bylaws. The process of approving bylaw amendments is to first notify the membership of the proposed amendments, provide the membership with 30 days to consider the proposed amendments, and the distribute an electronic ballot to members following the 30-day period. To be approved, proposed amendments require an affirmative vote from 2/3 of the members in good standing who submit ballots. This message serves as notification to the membership of proposed changes to our bylaws.
You may find a side-by-side comparison of our current bylaws with the proposed bylaws here. In addition, the following is a summary of the changes proposed to the bylaws:
  • Article I (Name):  An additional sentence has been added to reflect the fact we now have regional TBLC groups.
  • Article IV, Section 4.6 (Membership Categories): An additional membership category has been added for Corporate Members (Vendors) and a statement about the ability of members to designate membership to a regional group has been added.
  • Article V (Steering Committee)
    • Section 5.1: Membership in the Steering Committee has been updated to include more than one Expert Advisor and the chairs of our regional groups.
    • Section 5.2: The Member-at-Large category has been modified from three specific Member-at-Large positions (e.g., K-12, health sciences) to three Member-at-Large positions that may vary in expertise based on the current representation needs within the TBLC and the practice of TBL.
  • Article VII (Non-Elected Steering Committee Positions
    • Section 7.4 (Program Chair-Elect): Updated to reflect our current practice of appointing a chair-elect that serves for two years, assisting the Program Chair the first year and becoming the Program Chair the second year of service.
    • Section 7.6: Added to reflect our practice of regional groups electing their own officers
  • Article VIII (Nominations and Elections): Section 8.2 (Elections) has been updated to provide a procedure in the event of uncontested ballots (i.e., only one person running for an elected position) to allow the Steering Committee the ability to formally vote on the sole candidate rather than asking the full membership to do so.
  • Article IX (Committees)
    • This article has been reordered to provide more logical flow to the bylaws.
    • The Scholarship Committee has been renamed to “Research and Scholarship Committee” to better reflect their role within the TBLC
    • A standing Marketing Committee (Section 9.14) has been added to support developing marketing needs that have arisen in part due to international growth of the TBLC
    • Section 9.15 (Regional Steering Committees) has been added to officially recognize that our regional groups will be each led by their own steering committees.

Thank you for your time spent reviewing these changes, and we look forward to receiving your vote when the ballots are distributed.

Members will receive an automated email from the election website with a personal username and log in information. These credentials are NOT the same as TBLC member-only login information. If your membership dues have not been paid as of September 1, 2018 you will not receive a ballot. If you do not receive this message by October 18, 2018 and your membership dues are current, please contact support@tblcadmin.org. The election will be open until November 17, 2018.
Special thanks to our Bylaws Revisions Task Force for their outstanding work: Julie Estis (Health Sciences Member-at-Large), Karla Kubitz (Immediate Past President), and Wayne McCormack (Past President).

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 resources@tblcadmin.org.

TBLC 2018 – Plenary Highlight: Boyd Richards

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.

Boyd Richards: Flying High: TBL and the Emergent Horizon

Using the metaphor of flight, Dr. Richards will share his perspective regarding the rise of TBL in health sciences education and its future course of influence on healthcare. More specifically, having been instrumental in starting the TBLC and then stepping away to focus on other initiatives, Dr. Richards, returns after more than 15 years to highlight the organization’s achievements and make predictions about achievements yet to come.

For more information on Dr. Richards, please click here.

Have you registered for the 2018 TBLC Meeting yet? Register online today atwww.tblcmeeting.org!

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 resources@tblcadmin.org.