MAILING LISTS

PS

We looked at the 2005 discussion thread at the Austin conference...and
this is what the group came up with

Response to the 2005 discussion around Student Resistance
 
1) Clearly and frequently explain your rationales for using  TBL
2) Demonstrate TBL to orient your students
3) start with easier activities and progress difficulty as student
comfort and confidence increases
4) Resistance is normal....don't let a a few complaints make you assume
that everyone is unhappy
5) Discuss resistance openly in class - power of majority can sometimes
silence a vocal minority
 
Common Student Words
 
1) we are teaching ourselves
2) testing before teaching make no sense
3) you are paid to teach
4) this is too much work
5) I don't want my grade to depend on teamwork
6) I want to form my own team

Jim

-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On
Behalf Of Ed Bell
Sent: Wednesday, July 08, 2009 1:55 PM
To: [log in to unmask]
Subject: Student complaints on new TBL

TBL Colleagues:
I coordinated a new course using TBL Spring 2009.  This 3-credit course
(pharmacotherapeutics) is in the 2nd year of a 4-year professional
pharmacy
program (115 students).  Three faculty taught (separate 5 week modules).
We
followed the TBL model very closely (ie, IRAT/GRAT, IF-AT forms, AE,
peer
evaluations).  I attended the TBL conference in March.  Final course
grades
overall were quite high.  Student evaluations (8 pages total written
comments) post-course were "interesting" - most evaluations were
negative
and included several themes:
1) students want more lecture - they want to be told what is important
2) students believe we as faculty - the "experts"- should be telling
them
what is important about medications that they will need to know as a
future
pharmacist - this is our "responsibility" as faculty/teachers
3) several students emphasized 2) above in light of our school being
private, with high tuition reasoning for responsibility of the faculty
to
tell students "what's important"
4) some faculty this semester and due up next semester don't seem to
fully
accept TBL vs. still desiring to lecture
How do we respond to these student - and faculty - concerns?  I
researched
the TBL list serve archives and found similar concerns from 2005
postings,
yet I am seeking additional recommendations and input from seasoned TBL
faculty.
Thank you.
Ed Bell (Drake University College of Pharmacy)