Tag Archives: motivation

Peg Mohr to Serve as Executive Editor of Publications and Chair of the Editorial Board

Peggy Mohr
Peggy Mohr

At our recent meeting the committee voted to approve Peg Mohr’s nomination after reviewing her application materials, and I am pleased to announce that Peg will be joining the Steering Committee as our new Executive Editor of Publications and Chair of the Editorial Board. Peg, thank you for your dedication to our editorial process over the years and for your willingness to serve as Editor! We all look forward to welcoming you to the Steering Committee and to working with you.

Bonny Dickinson
Bonny Dickinson

I would like to acknowledge Bonny Dickinson for her outstanding service as Executive Editor for the 2016 – 2018 term. From my perspective, Bonny brought to her position a sense of responsibility and a desire to improve our module review and publication process. Our module review process has thrived under her leadership, and Bonny has helped lead improvements such as a formal process to review reviewers in order to acknowledge our top reviewers. I also believe Bonny deserves a prize for being one of the most regular providers of monthly reports to the Steering Committee. Bonny looks forward to some emerging career opportunities, and I appreciate the time and effort she was able to share with us on the TBLC leadership team.

Michael Nelson, PhD, RPh
President
Team-Based Learning Collaborative

 

 

Will Ofstad to Serve as Chair of Educational Development Committee

Will Ofstadt
Will Ofstadt

Please help me in welcoming Will Ofstad as the new chair of the Educational Development Committee. Will is the Director of the Office of Teaching and Learning, Assistant Dean for Education and Associate Professor of Clinical Sciences at California Health Sciences University. During the Steering Committee’s recent meeting, the committee members approved my nomination of Will for the position. I contacted him about the news and he is happily working closely with David Thomas during the transition.

David Thomas

I want to acknowledge the work of David Thomas for the past few years chairing the EDC. Among other things, David has led an effort to ensure our standard TBL workshop are of uniform quality and I believe as a result our TBL 101 and Module Development workshops are an improved experience, whether at the annual meeting or regional meetings. David, thank you for all you have contributed these past years. We will miss your collegiality and thoughtful input on the Steering Committee.

With gratitude,
Michael Nelson, PhD, RPh
President
Team-Based Learning Collaborative

 

 

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.

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List of Documents

Peg Mohr to Serve as Executive Editor of Publications and Chair of the Editorial Board

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Will Ofstad to Serve as Chair of Educational Development Committee

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

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