Tag Archives: Module

Featured Module – Global Health Microbiology

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Global Health Microbiology

Authors: Christopher Burns, PhD and Joanna Shisler, PhD

This team-based learning (TBL) module addresses basic strategies to control or eliminate infectious disease, focusing on parasites as the main example. Students develop an understanding of parasite life-cycles in the context of solving real-world problems in global health. This includes basic knowledge about the disease, characteristics, habitat and transmission, pathogenesis, laboratory diagnosis, prevention, life cycle and any hosts or vectors, number and location of infected population, and eradication or control strategies.

An emphasis on neglected tropical diseases provides complex problems with regional and societal facets, and economic and political challenges, in addition to basic and clinical science content. Application exercise problems address major factors in disease elimination including vaccination, physical barriers, targeting vectors, effectiveness of treatment, role of different hosts, and detection of infected individuals.

Organisms/diseases covered include Plasmodium (malaria), Dracunculus (Guinea worm), Onchocerca (river blindness), Wuchereria (lymphatic filarisis), and poliovirus (polio), and touch on measles and smallpox as examples of possible recurrence.

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 – Fundamentals Certificate Information

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As you may recall, the TBLC offered a Fundamentals Track Certificate at the 2018 Meeting in San Diego, California. If you attended the meeting, completed the five fundamentals workshops for the certificate, and did not receive your certificate, please let us know via email at support@tblcadmin.org so that we can re-send it to you.

If you weren’t aware of the Fundamentals Certificate, TBLC will be offering it again at the 2019 Meeting in Tampa, Florida! The Certificate includes the following workshops:

1. Fundamental Principles and Practices of TBL
2. Creating an Effective TBL Module
3. Evaluating Multiple Choice Questions for Readiness Assurance Tests and Application Activities
4. Improving Facilitation Skills for a TBL Classroom
5. Peer Feedback and Evaluation

Registration Now Open – TBLC Regional Workshop in Cleveland

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18-Workshop-Cleveland

Registration is Now Open!

The Team-Based Learning Collaborative (TBLC) is offering a unique opportunity to experience team-based learning at the 2018 regional workshop in Cleveland, OH on Saturday, September 15, 2018.

This all day session will offer 2 workshops: Fundamental Principles and Practices of TBL & Creating an Effective TBL Module. These workshops will be led by TBLC’s Certified Trainer-Consultants Smita Krishnamurthy and Liz Winter. You won’t want to miss these essential TBL courses that, by the end of the day, will have you ready to take team-based learning back to your classroom.

Personality in Sport & Exercise – April’s Featured TBL Module

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Featured Resource

This month’s featured module is the Personality in Sport and Exercise Module. The Module was developed by Karla Kubitz, reviewed, and published to the Resource Bank in 2015. This class is part of the undergraduate curriculum for students majoring in Physical Education/ Teacher Education, Athletic Training, and/ or Sport Management. It is also an elective class for any student in any major across campus. Students are typically junior or senior standing and have completed an introductory psychology class.

The Module focuses on four learning goals. The Learning Goals are:
• The students will identify the dimensions, the levels, and the personality characteristics of the Martens model of personality.
• The students will classify statements illustrating various personality characteristics (i.e., beliefs, personality traits, and personality states) according to their levels in the Martens model of personality.
• The students will decide which of several sentences in a case study best illustrates a selected personality characteristic in the Martens model of personality.
• The students will 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 5 personality module readiness assurance questions and 3 application exercises.

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 – Featured Module: Compounds and Stoichiometry

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This month’s featured module is “Compounds and Stoichiometry.” The module was developed by Dr. Lorrie Comeford, reviewed, and published to the Resource Portal in the Summer of 2017. The “Compounds and Stoichiometry” module was designed for a course in General Chemistry I, which is the first chemistry course taken by chemistry and biology majors.

The module focuses on 11 learning goals. The learning goals are:

  1. Identify and name ionic and molecular compounds
  2. Use the formula of a compound to calculate a molar mass
  3. Use molar mass to calculate the mass, number of moles, or number of molecules of a compound
  4. Identify reactants and products in a chemical reaction
  5. Balance a chemical equation
  6. Use a balanced chemical equation to find the relationship between the moles of reactants used and/or products produced (stoichiometry with moles)
  7. Use a balanced chemical to find the relationship between the mass of reactants used and/or products produced (stoichiometry with mass)
  8. Use a balanced chemical equation to identify the limiting reactant in terms of moles or mass
  9. Use a balanced chemical equation to find the moles of a product produced when one reactant is limiting
  10. Use a balanced chemical equation to find the mass of product produced when one reactant is limiting
  11. Solve quantitative problems using units

The “Compounds and Stoichiometry” module includes two, five question RATs and three Application Exercises.

This module and many more can be found in the TBLC Resource Portal. 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 Portal? Click here to download the Resource Portal submission form and e-mail it to resources@tblcadmin.org.

TBLC – Featured Module: Feedback, Reinforcement, and Intrinsic Motivation

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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 – Featured Module: Strategic Management, Strategic Planning, and Strategic Analysis

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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.

TBLC – Featured Module: The Manager’s Job

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This month’s featured module is The Manager’s Job. The Module was developed by Dr. Mark Harrison, reviewed, and published to the Resource Bank in the Winter of 2017. The Manager’s Job module was designed for a course in Management at a liberal arts college. The primary focus is on critical thinking and communication skills, which have priority over technical knowledge and skills. The course serves as part of a broader effort to do Writing Across the Curriculum. This module is traditionally taught in small sections of 15 – 20 students of traditional age. These students have negligible prior exposure to Management, but they have read Harrison (2012) Note on Decision Cases Situation Analysis.

The Module focuses on three learning goals. The Learning Goals are:

  • Think critically and analytically; communicate clearly (both orally and in writing)
  • Apply managerial theories to realistic business situations; specifically, to apply Mintzberg’s ‘ten roles of a manager’ to the situation of Jessica Gonon in the case “Mommy-Track Backlash”.
  • Perform a situation analysis on a realistic management situation and make a reasoned recommendation for a course of action.

The Manager’s Job module includes a nine question RAT and two 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.