The deadline for workshop abstract submission for the 2020 TBLC meeting in Portland, Oregon is Monday, July 15, 2019.
*UPDATED FOR 2020* Please note that workshops do not need to be presented in TBL format.
Proposals are to be submitted in the format requested through the online abstract submission site. Workshops are currently being accepted in three tracks: Fundamentals, Innovations and Applications, and Scholarship and Research.
Poster and Oral abstract submission will open in August. New for 2020, authors will have two tracks for Oral presentations: Research and Focus Session. More information regarding those abstracts, including submission instructions, will be shared next month. If you have any questions or problems with your workshop submission, please send them to at firstname.lastname@example.org.
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.
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
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.
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.
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.
The TBLC supports and encourages research and scholarship in team-based learning. 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. This year there were several applicants who applied for the research grant, and we would like to recognize the winners for this year’s grant.
Annette Burgess, Chris Roberts, Inam Haq, Stuart Lane, and Eszter Kalman The University of Sydney “Team collaboration: the importance of self and peer review within the TBL process ”
Anjali Chaudry and Judith Ainsworth Dominican University of Amsterdam “Developing Student Leadership Competency Through Team-Based Learning”
Shenhua Wu, Shenghua Zha, Julie Estis, Xiojun Li, and Kezhan Yan University of South Alabama “Integrating Team-based Learning in Improving Technical Writing Skill for STEM Students”
Each applicant and their research team will receive funding for administrative, technical, or statistical support to carry out their project indcluding research supplies & expenses (e.g., survey instruments, duplication, mailings), communication between participants (e.g., web/phone conference) and/or travel (up to $1,000).
The 2019 TBLC Annual Meeting in Tampa, Florida is already proving an enormous success! Key Fundamentals workshops like Creating an Effective TBL Module and Fundamental Principles and Practices have been so successful that they have already sold out more than a month before the open of the meeting. To accommodate as many educators ready to earn their “Knowledge of the Fundamentals of TBL” certificate during their time in Tampa, we have INCREASED the cap on those workshops to 75 people per course! You can now register for all five of those sessions here!
Interested in earning the “Knowledge and Fundamentals of TBL” certificate in Tampa? These are the workshops you’ll need.
Date & Time
Thursday, March 14 9:00 AM – 12:00 PM
Fundamental Principles and Practices of TBL
Caroline Wilson and Liz Winter
Thursday, March 14 1:00 PM – 4:00 PM
Creating an Effective TBL Module
Judi Bradetich and Peggy Mohr
Friday, March 15, 2019 10:00 AM – 11:45 AM
Evaluating Multiple Choice Questions for Readiness Assurance Tests and Application Activities
Karla Kubitz and Julie Estis
Friday, March 15 1:15 PM – 3:00 PM
Parto Khansari and Ruth Vinall
Saturday, March 16, 2019 8:00 AM – 9:45 AM
Implementation of TBL Peer Feedback
Sarah Lerchenfeldt, Suzan El Sayed and Gustavo Patino
Simply complete all five workshops to earn your “Knowledge of the Fundamentals of TBL” certificate. To apply for that certificate after the meeting, simply fill out an application on our website and you are on your way! Only need one or two Fundamentals workshops to complete your requirements? That’s no problem! Feel free to register for only those workshops you need to finish your coursework.
With the 2019 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Let’s Get ‘Em Engaged Online! This session will be presented by Annetta Dolowitz from the University of Alabama at Birmingham (UAB), Michael Dorneich from Iowa State University, James Grogan from Oakland University William Beaumont SOM, Brian O’Dwyer from InteDashboard and Jennifer Styron from Eastern Virginia Medical School. We hope you enjoy this session!
Title: Let’s Get ‘Em Engaged Online! Presented by: Annetta Dolowitz – University of Alabama at Birmingham (UAB) Michael Dorneich – Iowa State University James Grogan – Oakland University William Beaumont SOM Brian O’Dwyer – InteDashboard Jennifer Styron – Eastern Virginia Medical SchoolDate: Saturday, March 16, 2019 Time: 8:00 AM – 9:45 AM
The purpose of this workshop is to review the best practice principles for creating and implementing the Readiness Assurance Process (RAP) and 4S application activities in an online course. The workshop will be delivered in a hybrid format with both face-to-face and online components. In the pre-workshop online portion, participants will reading materials, form teams, and conduct an online RAP process. In the workshop itself, the face-to-face portion, participants will complete their team-RAT with their other team members, engage in discussion, and conduct 4S application activities where teams will continue collaborating in the online format while they complete these application activities. Finally, barriers to success (i.e. cheating or team loafers) and strategies to proactively reduce these barriers will be discussed. Presenters will (1) review recommendations from the TBL Online Community of Practice Applications Group manuscript, in process, and (2) discuss how these principles can be integrating into the design and development of online courses utilizing the TBL instructional strategy, and (3) consider alignment of these principles with QM Standards. Participants will have the opportunity to experience use of an online platform to deliver the RAP and application exercise components of TBL. Through the interactive session, participants will have a clearer perception of students’ online experience and how making use of existing tools can simplify the process and assist in running these components of TBL smoothly. This workshop is for individuals familiar with TBL who are currently teaching online courses, designing online courses, delivering professional development, and/or are interested in how TBL may be facilitated in an online environment. TBL educators who are looking for ideas or how to resolve issues they are encountering, particularly in the RAP and 4S application exercise components of delivering TBL online, may also find this workshop valuable.
With the 2019 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Leading Change Initiatives. This session will be presented by Julie Estis and Ronald Styron from the University of South Alabama and Daniel Griffin from Nova Southeastern University. We hope you enjoy this session!
Title: Leading Change Initiatives with Panel Discussion Presented by: Julie Estis – University of South Alabama Daniel Griffin – Nova Southeastern University Ronald Styron – University of South AlabamaDate: Friday, March 14, 2019 Time: 1:00 PM – 4:00 PM *Please note that this half-day session has an additional fee of $85.
By the end of this workshop, the participant will be able to:
Identify a process for leading change.
Select appropriate strategies to initiate and sustain change.
Compare factors based upon role (i.e. faculty, departmental leadership, institution wide oversight) and apply appropriate strategies to enable action.
In the second half of the session our leadership panel will lead a discussion about leading change. Panelists will range from a diverse set of backgrounds to discuss leadership strategies that have helped them succeed in leading change initiatives.
If you’d like to register for this workshop but have already registered for the meeting, you may email the TBLC office at email@example.com for assistance. You can also change your registration online at www.tblcmeeting.org, selecting “Already Registered?” at the bottom of the page, and entering your email address and password. Didn’t set up a password when you registered? No problem! Simply select the link on that page that says, “Don’t know your password? Click here to reset it.”