Judy,
This is a really good question and one that was posed to me be a faculty member trying to promote TBL at her institution. I agree with the others and would also add:
1. The University of South Alabama example Julie referred to is impressive – in three years they have done 18,000 student encounters with TBL, trained >250 faculty, completed 750 TBL sections (face-to-face and online) and cut the withdrawal rate in half.
2. My three key TBL selling points are: Employability, Evidence and Efficiency. I would position this as TBL supporting key stakeholders such as Students (Employability), Faculty (Evidence) and Administrators (Efficiency) like this:
• TBL can develop six of the ten future career skills identified by the World Economic Forum (employability)
• TBL has been practiced for decades and there is evidence to support TBL in hundreds of academic journal articles (evidence)
• TBL can be resource efficient. For example, Duke-NUS has achieved similar results on medical exams with less than half the classroom time (efficiency)
3. Resources: I summarized my response to the above referenced faculty member on how to promote TBL in a blog post (can be accessed at https://intedashboard.org/2016/09/19/why-tbl/ ). I am also preparing a talk at an upcoming EdTech conference called the “Death of the Lecture” which will make a similar argument in presentation format (which I can share when it is completed) along these lines:
• More and more educators are facing several trends: the shift away from traditional lecture learning towards active and blended learning, the use of technology in the classroom and changing workforce needs dictating that students need to be prepared for future careers differently than in the past
• However, there are so many different approaches and technologies (over 100,000 education apps in the app store alone) that it is hard for educators to practically decide which approach to implement and how to do it
• TBL is an evidence-based, efficient teaching approach that can develop employable skills which can be supported by numerous resources and clear direction on how to implement it in a classroom.
Thanks for raising this question. It is an important one. Happy to help with anyone interested in working on this topic to make standard materials around promoting TBL.
Kind regards,
Brian
Brian O’Dwyer
Commercial Founder and Executive Chairman
InteDashboardTM
New online platform exclusively for TBL
www.intedashboard.com
COGNALEARN PTE. LTD.
c/o Duke-NUS Graduate Medical School Singapore
8 College Road, #6-40 Singapore 169857
+65 9777 3210
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www.cognalearn.com
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Subject: TEAMLEARNING-L Digest - 16 Sep 2016 to 18 Sep 2016 (#2016-72)
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Topics of the day:
1. Question about "selling" TBL
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Date: Sun, 18 Sep 2016 18:44:13 +0000
From: "Bender, Holly S [CELT]" <[log in to unmask]>
Subject: Re: Question about "selling" TBL
Dear Judi and all,
At Iowa State University, we have 212 faculty members in our TBL faculty learning community—a little over 10% of our campus' faculty. A subgroup of 42 members are called the TBL Scholars— those who take TBL to the next level into scholarship. The community grew organically over time. After inviting Larry Michealsen to campus three times for in depth workshops and some great one-on-one sessions, (really great training!) in 2012, I started offering a TBL workshop series each semester. This workshop consists of 5 ninety minute sessions<http://www.event.iastate.edu/event/38545> (one session per week for 5 weeks), starting with the nuts and bolts of TBL, then faculty assume the role of students for hands on experiences with TBL. The sessions evolve to course design and ultimately, each participant creates an application exercise for an upcoming course. In the last session, members optimize each other’s application exercises in teams. Each semester, between 20 and 40 faculty members sign up for the workshop, and come from colleges and departments all across campus. Graduates of the workshop are invited into the growing faculty learning community and especially motivated members join the TBL Scholars. Each group meets about twice per month and the session topics are decided by the membership at the beginning of each semester.
Popular faculty learning community sessions are application exercise first aid, take your RAT to work, technology for supporting TBL, how to write good multiple choice questions, how to introduce TBL to students, etc. I partner with a talented TBL faculty member (at first Lisa Orgler and now Meghan Gillette) who helps form the vision, organizes and leads the sessions. Faculty learning community members are typically passionate about teaching and very involved in making the sessions meaningful. Many of the sessions are panels or presentations led by members of the community. We also invite outside experts when needed. The TBL Scholars write grants, design research projects, create and validate surveys, conduct workshops and presentations together, write posters, develop software and write manuscripts as teams.
When I am invited to conduct TBL workshops at other universities, I recommend this model— first a hands on workshop followed by a faculty learning community because of the great support it offers faculty on an ongoing basis. This fall, we are creating a mentorship program where members will visit each others’ classes and meet periodically throughout the semester to help each other progress. Meghan, our faculty leader and teaching center staff are now helping to organize and match mentorship teams. Our teaching center will buy lunches so the teams can meet on a regular basis. I’m happy to continue the discussion with those who are interested.
Best wishes,
[cid:3D6AE650-8784-4F5B-A461-DD9B37D46169@celt.iastate.edu]
Holly Bender DVM, PhD, Diplomate, ACVP
Associate Director
Center for Excellence in Learning and Teaching Director Preparing Future Faculty Program Professor Veterinary Pathology
[Inline image 1]
Center for Excellence in Learning and Teaching (CELT)
3024 Morrill Hall
603 Morrill Rd.
Ames, Iowa 50011-2170
P 515-294-3584<tel:515.294.3134>
W https://vetmed.iastate.edu/users/hbender http://www.celt.iastate.edu/about/directory/holly-bender
On Sep 15, 2016, at 4:53 PM, Bradetich, Judith <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hi Everyone,
I have appreciated the quick, supportive responses that I got to my query about Business schools – THANK YOU! to all who responded. I now have another question.
I have been officially asked to work as a “Faculty Fellow” to get more faculty interested in TBL across my campus, so I will be presenting some workshops this fall and hope to infect a cohort of multi-disciplinary people with the TBL virus/passion. One of the women I work with suggested that perhaps we are going about it the wrong way – from the ground up – and wondered how other universities have essentially coerced their faculty to use it. Not that we would do THAT, but it’s still an interesting tactic – from the top down.
So my question is, how does this happen? What evidence is presented in these instances that convinces administrators to insist on implementation of TBL across their campuses? Is there one specific “tipping point”? – or many? I know there is research evidence that corroborate our story, but what else?? – what is the nitty-gritty selling point that seems to grab people?
I am really curious. I have a feeling there will be as many different responses as there are respondents. Perhaps a pattern will appear. If that is the case, I will be happy to share my findings. Perhaps a packet of persuasive PR-type documents can be gathered and disseminated through this ListServe and the Collaborative. If there already are such documents, please point me in the right direction! TBL is at the forefront of future educational practices. Ultimately, I would love to see TBL’s influence will grow exponentially, and if I can be part of the process, I would be pleased.
Thank you for your help.
Sincerely,
Judi Bradetich
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