I agree with Larry.
I would add that if you made it clear in your syllabus that you were
going to use TBL as a teaching strategy and went over that with the
students so they understood the implications and course requirements
related to this strategy, she was informed. You also made a concerted
effort to help her and you should document that.
I also have never experienced anything like this in 9 yrs of using TBL
so I suspect this individual has greater personal problems than just
objecting to her team members and TBL. I very much doubt she'll be back,
but she may complain to higher ups, therefore document what you did,
when you did it, and who else was involved.
You may also think about reporting her actions to the dean of students
office, so it is on record that her behavior was quite out of the
ordinary. At our university we now have Behavior Assessment Team whose
task it is to look at these type of behaviors. Check with them if this
case is something they want to know about.
Harry
-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On
Behalf Of Larry Michaelsen
Sent: Thursday, February 25, 2010 2:49 PM
To: [log in to unmask]
Subject: Re: Problem Student
Kathy,
Although I've never had it happen, I wouldn't have ANY reservations
about being able to defend having students do well designed group work.
There is a lot of evidence to support the fact that BEING ABLE TO
FUNCTION EFFECTIVELY AS A MEMBER OF A TEAM IS THE SINGLE BEST PREDICTOR
OF WHETHER OR NOT COLLEGE GRADUATES WILL BE ABLE TO PERFORM EFFECTIVELY
IN THE WORKPLACE. In fact, I think professors who don't use group work
would have a much harder time defending their choices than you would.
As to what to do, I think that depends on two things:
1) What is the nature of the student's objections (at least her stated
ones) to working as a member of a team?
2) What happens next?
Even if the student simply goes away, I think your response (and
whatever advice I might offer) depend on her answers to question #1.
However, irrespective of her objections to the group work, the student
decides that she wants to come back, I think she should have to face the
very real consequences of her past actions. As a result, I would only
allow her to come back if she is willing to negotiate a "contract" with
the team that both she and the team agree is a workable arrangement.
Larry
-----
Larry K. Michaelsen
Professor of Management
University of Central Missouri
Dockery 400G
Warrensburg, MO 64093
[log in to unmask]
660/429-9873 voice <---NEW ATT cell phone
660/543-8465 fax
>>> "Zoghby, Kathy" <[log in to unmask]> 02/25/10 1:45 PM >>>
Hello everyone,
This is my second semester of using TBL in my non-science major Human
Genetics course. I have a student that has basically refused to get on
board, so to speak, and has made life miserable for her team, in spite
of many conversations and meetings with her and the team. Today she
stormed out of the classroom and said she was withdrawing from the
class. The rest of the team could not have been happier, and they have
now said that if she changes her mind they do not want her back! So, I
am at a loss and have no idea what I do with this - one, I might get
pressure from the administration to let her take the course without
being a part of the team (hopefully not likely, but what if) and two -
if she does come back - what do I do? There are 7 weeks left in our
semester.
I appreciate any words of wisdom. I realize the TBL conference is going
on in New Orleans right now - wish I could have made it. Hopefully next
year.
Kathy Zoghby
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