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This fall semester I will teach two sections of my intermediate microeconomics course, one using TBL and the other not (active lecture). I will repeat this exercise in the spring with my introductory level microeconomics course, and plan to do this for at least two years to get enough observations. Our classes are relatively small, with about 45 per section.



I plan to compare academic outcomes, and perhaps other reasonably easy to measure things like attendance and attrition. I would like to implement a pre- and post-survey to assess attitudes about other things we think are beneficial about TBL such as enthusiasm/interest, ability to work with others, etc.



Three requests:



  1.  Please suggest ideas of those other things, besides improved learning, that I could assess within the frame of the semester.

  2.  If anyone is aware of validated surveys that might be useful for me, please send me a link for more information.

  3.  If anyone is willing and able to join in a parallel study, please contact me.



And thanks to everyone who responded to my earlier query about others who have compared TBL to non-TBL teaching!

Molly Espey, Professor

John E. Walker Dept. of Economics

312H Wilbur O. and Ann Powers Hall

Clemson University

Clemson, SC 29634

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