401 – Innovations in Recruitment and Retention for the Team-Based Learning Collaborative (TBLC)
Caroline H. Wilson, Michele Clark
Chapman University, Health Sciences & TBLC Membership Committee Representative and UNLV School of Nursing, Chair of the TBLC Membership Committee
The TBLC membership committee (MC) is crucial in the introduction of educational resources and collaborative possibilities for our members. One important role of this committee is to holistically evaluate the changing and emerging needs of the new and senior membership. This poster will highlight several new and ongoing approaches the MC has executed in the last year to increase membership retention and participation. One example is the “Mentor Program” that matches TBLC experts with new TBLC members belonging to the TBLC for less than a year. Another is the “Welcome to the TBLC” quarterly Zoom video-conference which allows new members to become acquainted with each other and ask questions of MC volunteers. The poster will also describe ongoing MC-sponsored resources, like the TBL Communities of Practice, where members discuss best teaching strategies for online TBL or TBL research & scholarship. The MC also helps to organize the TBL newsletter which highlights the successes of our members and provides TBLC updates. The MC also emphasizes how to discover and use the TBLC website (e.g. resource bank), and this will be stressed in the new member Zoom meetings and newsletter. We will highlight some collaborations with other TBLC committees, such as advertising TBL research webinars and marketing the TBLC. The poster will allow for interaction and feedback so that meeting attendees can offer suggestions for how the MC can further improve the experience for all current and future TBL members.
402- Flipping student ability differences from a liability to an advantage: A team-based learning approach to introduce computer engineering and problem solving (programming) to freshmen students
Iowa State University
“First-year programming courses have always been a challenge for many students as the course expectation is not only for them to be able to understand programming concepts, but also to produce creative solutions to problems. Moreover, students come from high school with diverse programming backgrounds, i.e., some of them already studied programming and others have no idea what programming is. Team-Based Learning (TBL) seems a natural solution to increase the amount of practice each student will get, and to increase students’ interest and confidence. Creating diverse teams to work on different activities will flip students’ ability differences from liability to advantage and will help students to learn from each other as well as from the course instructor. In this proposed project, our main goal is to minimize the Drop/Withdraw/Fail (DWF) rate of such courses where programming- novice students tend to DWF the course usually based on our experience from previous semesters. A side goal will be conducted to develop the students’ soft skills over the semester. More than 400 students will be impacted by this project from Computer Engineering (CPRE) and Software Engineering (SE) programs.