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Hi Stephanie,

I teach economics and have two ideas that might be useful to your colleague.

In my upper division classes, I have held impromptu mini-debates to good effect. I think this format could be used to explore "how come" concepts.

I start the application by posting the resolution to be debated. For your colleague this might be something like "Resolved: phenomenon x results primarily from root cause y." I give all teams some time to prepare without knowledge of whether they will be assigned the pro or con side. Then I make the assignment by a coin flip -- even-numbered teams pro, say. A few more minutes to prepare. Then I draw a reporter number and an even team number to select a presenter of the pro argument. Then I draw an odd numbered team number whose reporter presents the con side. Then repeat for rebuttals. Whichever teams have not been called on are the judges.

It helps to provide detailed specifications for the criteria on which the arguments evaluated -- theoretical considerations and evidence. Handouts to guide the judging help, too.

Another AE recipe that might work is asking teams to develop examples of a phenomenon under study. I often begin by describing the phenomenon -- briefly reminding students of the definition in the readings typically. Then I give time for each student to think of an example. Then I have teams work to listen to each member's example. Then teams select an example to present as a team in a poster (an 11 by 17 sheet and Sharpie pens are provided to each team). A gallery walk report process is followed by reporters from a few teams bringing their team's poster to the doc cam at the front of the room and describing their example to the class.

Good luck!

Phil

Phil Ruder
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> On Dec 3, 2016, at 12:01 AM, TEAMLEARNING-L automatic digest system ---
> 
> Date:    Fri, 2 Dec 2016 19:48:45 +0000
> From:    Stephanie Doscher <[log in to unmask]>
> Subject: HELP! TBL Applications Ideas
> 
> Dear TBLers,
> 
> I’m working with a faculty member in Public Administration teaching a Managing Global Cities course.
> 
> He’s looking for application exercises that are not about solving complex problems, but about understanding complex problems. He describes his as a “how come?” rather than a “how to” course (he teaches other “how to” courses on global cities).
> 
> Does anyone out there have any ideas for this faculty member? I’m thinking something along the lines of Penne Restad’s argument template, which she refers to in TBL in the Social Sciences and Humanities (but which I haven’t found).
> 
> All ideas appreciated! Thanks!
> 
> Stephanie Paul Doscher, Ed.D.
> Associate Director
> Office of Global Learning Initiatives
> 11200 S.W. 8th Street, Modesto Maidique Campus, PC 246
> Tel: 305-348-4146
> Fax: 305-348-3409
> Cell: 305-799-5906
> [log in to unmask]<applewebdata:[log in to unmask]>
> http://goglobal.fiu.edu<http://goglobal.fiu.edu/>
> 
> No problem can be solved from the same level of consciousness that created it.
> Albert Einstein
> 
> 
> 

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