Hi,
I’ll chime into this conversation. I teach an intro level Environmental Geology class (250 students) and have about 75-80% attendance on most days. The students are motivated to stay because they know that their peer evaluation grade is a significant portion of their grade (usually about 20-30%). I stress that in order to be a good team member, students need to attend class regularly, update their teammates if they won’t be there, and most importantly actively contribute to all application exercises. They want to be sure that their peer evaluations are good and so they show up. I also keep an attendance record on their folders that they update. I tell them that this is mainly for them, so that they have an idea of which of their team members are attending and which aren’t. I end up using these records too though, especially for student athletes and fraternity members who will sometimes have to prove to an advisor that they were in class.
I also assign team points to application activities. In the beginning of a module, these are usually mostly participation points, then they become a mix of participation and correct/incorrect. I use participation points when I intentionally want to start a discussion and use actual grades when we’ve already used a skill and I want to see what they’ve learned. I try to get a discussion going with the full class about the application exercise. This works pretty well until the new-ness of TBL wears off and they realize that they may be in a small group, but they’re still in a huge, anonymous course. Once discussion really falters (about half way through the semester), I start giving extra credit points to teams who volunteer to share their application exercise discussion/thoughts with the full class. Then, all kinds of teams are ready to talk.
All team members automatically get all the team grades regardless of whether they were there or not. If they miss more than a couple of classes, the peer evaluation grade generally ensures that they will not get an A in the course (and also their individual grades tend to be lower).
Basically, I use grades as motivators intermittently and when it’s most necessary.
Beth
Beth E. Caissie, Assistant Professor
Iowa State University
Department of Geological and Atmospheric Sciences
55 Science I
Ames, IA 50011
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On Oct 1, 2015, at 11:58 AM, James Latham <[log in to unmask]<mailto:[log in to unmask]>> wrote:
I would be very interested to hear from others who teach Intro Level Undergraduate Courses on this topic. I find myself going back and forth between grading/not-grading and credit for attendance. If I grade the application activities, then I lean toward give the grade to the team and allow peer evaluations (and application grades) to incentivize attendance. But if I don't grade, then I tend to lean toward participation grades and zeros for no-attendance and peer evals for unprepared/non-contributors.
I would prefer not to grade nor take attendance for applications. An internalized motivation for the love of learning would be wonderful, but in an intro level class I find some incentive is necessary (at least for a portion of the students)
Michael
James "Michael" Latham, Ph.D.
Professor of Economics
Business & Computer Systems
Collin College
SCC J228
________________________________
From: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Amanda Rees <[log in to unmask]<mailto:[log in to unmask]>>
Sent: Thursday, October 1, 2015 10:56 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Attendance for application exercises
Dear TBLers
So, this is an interesting reflection perhaps on student maturity.
I'm so excited that students are so engaged they stay for applications even though there are no grades. However, in a first year classroom teaching a general education requirement if there is no grade attached to applications I would have few if any folks staying.
Manda
Dr. Amanda Rees
Professor of Geography, Department of History and Geography
Tel: (706) 507 8358 Fax: (706) 507-8362
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On Thu, Oct 1, 2015 at 10:42 AM, Anderson, Max <[log in to unmask]<mailto:[log in to unmask]>> wrote:
At UIC, we have an attendance policy for TBL: http://chicago.medicine.uic.edu/departments___programs/program_offices/undergraduate_medical_education/curriculum/md_program__year_1_/team-_based_learning/team-_based_learning_attendance_policy
We do not grade the Application portion and attendance is optional. I would say that 99% of students stay with the TBL even though they know that once we get to the Application portion, they are technically allowed to leave.
Max
From: Team-Based Learning on behalf of "Budd, Kristen"
Reply-To: "Budd, Kristen"
Date: Wednesday, September 30, 2015 at 19:39
To: "[log in to unmask]<mailto:[log in to unmask]>"
Subject: Re: Attendance for application exercises
Hi Alison,
I agree with Kare. Because you haven't built a policy into your syllabus, it's best to rely on the peer evaluations. Granted, if you have a general attendance policy in your syllabus you could lean on that; for example, if they need to provide documentation of illness, etc.
My syllabus details that they cannot make up team in-class applications because they have to be there to participate. Keeping in mind that life happens, I do drop two scores at the end of the semester. (To clarify, I don't grade in class applications. They count for 20 participation points per activity).
I hope this helps.
Best,
Kristen
On Wed, Sep 30, 2015 at 8:19 PM, Alison Bates <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hello,
I am teaching my first TBL course and decided to grade the in-class application exercises (upon several threads here since the semester started, I probably wouldn’t do this again). Regardless, I am having a problem: absent students during graded in-class work. It’s not widespread but nonetheless each class maybe 1-2 absent students. I did not specify in my syllabus how this would be handled. My first reaction was to give the missing students a 0 for that exercise, but I do have the peer multiplier built into group grades. How have others dealt with this issue?
Thanks for any advice,
Alison
Alison Bates
Lecturer (Renewable Energy & Sustainability)
Department of Environmental Conservation
University of Massachusetts Amherst
Holdsworth 209
160 Holdsworth Way
Amherst, MA 01003
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Assistant Professor
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Sociology, Criminology, and Social Justice Studies
Miami University
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