Author Archives: Danielle Inscoe

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

Peter Balan Receives Australian Award for Teaching Excellence for University Educators

This year, 18 Australian Awards for Teaching Excellence for University Educators were awarded with Peter Balan receiving one in the category of “Law, Economics, Business and Related Studies.” In addition, Peter was recently awarded the Order of Australia Medal (OAM) “for service to tertiary education, and to the community of South Australia.” This award is part of the Australian civil honors system, and is recognition for is many years of voluntary contributions to a wide range of education and community organizations including to the Team-Based Learning Collaborative.

One of Peter Balan’s key innovations was to implement Team-Based Learning in 2010, and he was only the second person in the world to use this teaching method in entrepreneurship education. He has found that it works in increasing student engagement and building teamwork skills. This is a very cost-efficient teaching method that has been found to increase student retention. Peter has completed the two-year process to be an accredited trainer/consultant in this method and is a member of the Board of the Team-Based Learning Collaborative. He has mentored educators at the University of South Australia (UniSA) as well as at universities around the world, and has presented workshops on Team-Based Learning at several international conferences and in universities in the United States and United Kingdom.

Peter has used Team-Based Learning as a platform for a number of teaching innovations that are used by educators around the world. One innovation that has attracted attention is an orientation session to introduce students to courses that require them to learn course materials before a class (such as for Flipped Learning, or Team-Based Learning). This is a structured program of seven educational activities that build a positive, collaborative and productive learning culture that continues through the rest of the teaching period. He has presented this innovation at several national and international conferences, and more than 100 educators around the world and in different fields are using Peter’s “kit” to run this session in their own courses. This program is published in an ERA A* journal (Balan, P., Clark, M. & Restall, G. 2015, ‘Preparing students for Flipped or Team-Based Learning methods’, Education + Training, vol. 57, no. 6, pp. 639-657.).

Dr. Dean Parmelee Awarded 2016 Alpha Omega Alpha Robert J. Glaser Distinguished Teacher Award

Dr. Dean Parmelee has been awarded the 2016 Alpha Omega Alpha Robert J. Glaser Distinguished Teacher Award from the Association of American Medical Colleges (AAMC). The Alpha Omega Alpha Rober J. Glaser Award provides national recognition to faculty members who have distinguished themselves in medical student education.

More information on Dr. Parmelee can be found here. For more information on the Robert J. Glaser award, click here. Please join us in congratulating Dr. Parmelee on this award as well as his promotion of TBL!

#TBLC17 – Poster and Oral Abstracts Online

The 2017 TBLC Annual Meeting poster and oral round table abstracts are now listed online.  Abstracts are listed in one of four categories – Fundamentals, Innovation, Scholarship, and Other. Please click the following links for each category of abstracts:
Have you registered for the 2017 meeting? Registration is available online

TBLC Regional Workshop San Francisco Hotel Reminder

The 2016 TBLC Regional Workshop in San Francisco, California is right around the corner! The cutoff date for hotel reservations at the Houston Airport Marriott is on Thursday, November 17th. The special room rate for TBLC attendees is $166.00.

After Thursday, November 17, the hotel cannot guarantee a room for our Regional Workshop attendees, so please be sure to book your room before the cut off!

To make your hotel reservations online, please click here.

It’s not too late to register for the Regional Workshop! Spaces are filling fast, so please be sure to register now if you’re considering coming to guarantee your space! To register today or for more information on the workshops offered, please click here.

If you have any questions, please let us know at

We look forward to seeing you in San Francisco!

TBLC – Research Grant Proposals Reminder: Due 12/1

The deadline for the call for research grant proposals is drawing close! As a reminder, the deadline for submission is December 1, 2016. Applications must be submitted as a single PDF via email to by 5:00 PM Eastern Time.

Awards will be announced at the 2017 Annual TBLC Meeting in Orlando, Florida on March 4. Upon completion of the project, the Principal Investigator will be expected to present the project results at an annual TBLC meeting.

Anyone interested in the research grant may find more information including submission requirements here.

#TBLC17 – Pre-Conference Workshop Information

The 2017 Annual TBLC Meeting is taking place from March 2 through March 4, 2017. Thursday, March 2nd is a pre-conference workshop day, and we would like to highlight some of the sessions for you. We look forward to seeing you in Orlando!

TBL 101
Presenters: TBD

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:

  1. Explain the key components of a successful TBL module.
  2. Outline how they would construct a TBL module from a set of objectives.
  3. Describe how they might convert a course/lecture they already teach into a TBL module.
  4. Illustrate how to transform a small group into a productive learning team.

Creating an Effective TBL Module
Presenters: TBD

This workshop is for instructors who have completed the introductory workshop on Team-Based Learning, TBL 101. It is conducted in a TBL format and there is an Advance Assignment. TBL modules can sink or swim on the quality of the questions that you pose. The toughest task is to write Team Application questions that force learners to grapple with the topic’s principles, analyze data, and make a decision that is defensible.

By the conclusion of this workshop, participants will be able to:

  1. Identify how to use the four S’s in the design of a Team Application exercise.
  2. Construct a Team Application question that will engage the team in a high-level thinking.
  3. Describe how to link Team Application questions to Readiness Assurance and the Advance Assignment.
  4. Choose the best question format: MCQ or Gallery Walk.

Please note that TBL 101 and Creating an Effective Module have an additional fee of $85 each.

Online TBL: Problems, Solutions, and Future Directions
Presenters: Judy Currey, Michele Clark, Naomi Twigg, Colleen Corte, Bruce Leonard

Team-Based Learning (TBL) is an evidence-based effective learning strategy conducted predominantly in classroom spaces. This interactive session seeks to share, create debate about, and further develop best practices in TBL online. As education delivery transitions to being online, educators wanting to provide their students a TBL experience face many challenges. In this session, we bring together educators with experience in delivering modified versions of TBL online to discuss how the principles of TBL can be adopted to an online environment.

Learning objectives:

  1. Discuss importance of course design
  2. Describe implementation of core principles of TBL in online format
  3. Identify common challenges and solutions to implementing TBL online
  4. Discuss rubrics that can be used to incorporate principles of online teaching with TBL

Reviewing and Submitting TBL Modules to the TBLC Resource Bank
Presenters: Chris Burns, Bonny Dickinson, Lindsay Davidson

This workshop will provide training for TBLC members who wish to serve as reviewers for the resource bank and for members who would like training on how to successfully package and submit a TBL module to the resource bank. Attendees will receive a Certified TBLC Resource Bank Reviewer Certificate and a Certified TBLC Resource Bank Reviewer ribbon for their name tags.

Learning Objectives:

  1. To provide attendees with information on how to submit and package a TBL module to the TBLC resource bank
  2. To learn how to review a TBL module

For the full list of workshops and more details on the 2017 TBLC Meeting, please click here.

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 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.

TBLC – Call for Research Grant Proposals – Due 12/1


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 2017-2018. Project budgets of $2,000-$5,000 may be requested, with single institution projects to be awarded at 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.


TBLC members from all TBLC member institutions are eligible to submit a proposal. Applicants may submit only one proposal. Previously successful applicants are not eligible to apply.


Application Deadline: December 1, 2016
Announcement of Awards: March 4, 2017 (at the Annual TBLC Meeting in Orlando, 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.


Allowed Expenses:

  • Administrative, technical, or statistical support to carry out project
  • Research supplies & 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 meeting to present project results
  • Indirect costs (Facilities & Administration including all institutional overheads)


All inquires and communications should be addressed to the TBLC Scholarship Committee Chair at

Submission Instructions

Applications must be submitted electronically as a single PDF document by 5:00 pm Eastern USA time on Tuesday, December 1, 2016 to

Cover page must include:

  • Name of applicant(s) and affiliated TBLC school(s)
  • Project title
  • Contact information for project leader (mailing address, telephone, fax, e-mail)
  • 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 margins, and should not exceed 5 single spaced typed pages including all text, tables, and figures. Include the following subheadings:

  • Statement of the Problem/Background
  • Review of Pertinent Literature
  • Methods (e.g. Design, Setting, Sample, Instruments, Data Analysis, Ethics etc)
  • Anticipated Outcomes (e.g., educational impact, learning outcomes)
  • 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.
  • Project Timeline (not to exceed 12 months). (Start date due by August 1, 2017)
  • Budget, including itemized costs
  • Budget justification

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

  • 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.
  • References/Literature Cited (required, max 1 page).
  • 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.


Commencement of the project should be no later than August 1, 2017 and completion is expected within 12 months. The project director will be required to submit two progress reports. An interim report will be due 6 months after the project start date, indicating progress to date, obstacles and solutions, preliminary results, etc. A final report will be due within 60 days of project completion (12 month limit), including a final progress report of findings and dissemination activities, copies of materials developed, and final budget report.