Are there any published papers speaking to this issue of evaluations with
TBL?
On Thu, Sep 18, 2014 at 10:05 AM, Kubitz, Karla <[log in to unmask]> wrote:
> I have had similar experiences w/r/t student evaluations… everything
> from a student mentioning how wonderful my class was during her graduation
> ceremony speech to students thoroughly trashing my class in their
> evaluations (and online… Rate My Professor, anyone?). One thing that helps
> me understand their perspective is the ‘stuff’ that I wrote about in my
> chapter for Jim’s new book. Most college students are in the stage of
> cognitive development where they view knowledge as right/ wrong. The
> professor is the ‘expert’ and should ‘deliver’ knowledge (… yes, pour it
> into their brains). Peers/ peer input aren’t valued. We (in our TBL
> implementations) can nudge them into more advanced stages of cognitive
> development by the things that are part and parcel of TBL. However, it’s
> not easy… growth never is. Karla
>
>
>
>
>
>
> *Karla Kubitz, Ph.D., FACSM Program Coordinator, Exercise Science*
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>
> *Department of Kinesiology Towson University 8000 York Rd Towson, MD 21252
> 410-704-3168 <410-704-3168> (ph) 410-704-3912 <410-704-3912> (fax)*
>
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> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of *Donna Oglesby
> *Sent:* Thursday, September 18, 2014 12:44 PM
> *To:* [log in to unmask]
> *Subject:* Re: polarized students' evaluations
>
>
>
> I can echo this experience. My course is not required and as far as I know
> I am the only professor who has used the TBL method at Eckerd College. The
> course was Diplomacy and International Relations taught Spring 2014. I
> learned of the approach from a colleague at Duke who praised it.
>
>
>
> This year course evaluations were done online by students. So comparisons
> with all other years, when they were done on paper in the classroom, is
> problematic. Still, those who loved the course, really loved it and felt
> they learned considerably more because of peer interactions. More students
> than I have ever had in any class over a 17 year period, however, expressed
> dissatisfaction. The big beef was no lectures. I did mini-lectures and also
> posted lectures on-line to watch or read before coming to class, but I did
> not use class time to deliver standard lectures.
>
>
>
> I made a point of driving home the methodology during the add/drop period
> and a few students did drop. Most stayed. Perhaps they had no framework
> for understanding just how different the class would be. I also did a
> thorough mid-term review and worked with each team on their peer
> evaluations and how they might think about adjusting their teamwork if
> needed. Students did appear very engaged in the class, discussions were
> much more lively, lots of debate. That may have made some students
> uncomfortable. Others thrived. Bi-modal R US.
>
>
>
> The collaborative TBL discussion has been a great source of information
> and solace. Thanks to all.
>
>
>
> Donna Marie Oglesby
>
> Diplomat in Residence
>
> Eckerd College/BES
>
> 4200 54th Ave. South
>
> St. Petersburg, Fl. 33711
>
>
>
> [log in to unmask]
>
> @winnowingfan
>
> On Sep 18, 2014, at 11:17 AM, Smiley-Oyen, Ann [KIN] <[log in to unmask]>
> wrote:
>
>
>
> Neil – I had the same experience in terms of a vocal (i.e., anonymous
> course evaluations) minority who trashed me and the course – actually, the
> worst teaching evaluations I’ve had due to the extreme of their responses
> across the board. I use TBL in a class of more than 100 students, so it is
> difficult to monitor how the team dynamics are working, but I am wondering
> if one contributing factor to their dissatisfaction was their team
> dynamics. I am attempting to keep a tighter tab this semester (note any
> teams I think are not working well and be ready to assist if necessary),
> and to more skillfully design my application exercises. In addition, I am
> allowing each student to do a “*Delta Plus*” evaluation so I can try to
> address issues early in the semester (what they like and what they think
> could be improved). And, it is just a fact that some students do not want
> to engage – they want to passively sit, learn enough for the exam, and move
> on. (My course is a required course.) We do have our limitations on ability
> to motivate and inspire.
>
>
>
> Stacey – I like your app. I tried to do something like that, but it was on
> the last day of class and many had already completed the course eval (it is
> simply sent to them by email in the final two weeks of the semester). Maybe
> I need to move that application just before the course eval site opens, and
> be a bit more systematic with it! Thanks for attaching your application.
>
>
>
> Ann Smiley-Oyen, PhD
>
> Associate Professor, Kinesiology/Neuromotor Control
>
> Department of Kinesiology
>
> 244 Forker
>
> Ames, IA 50011
>
> 515-294-8261
>
> [log in to unmask]
>
>
>
>
>
>
>
> *From:* Team-Based Learning [mailto:[log in to unmask]
> <[log in to unmask]>] *On Behalf Of *Neil Haave
> *Sent:* Thursday, September 18, 2014 9:38 AM
> *To:* [log in to unmask]
> *Subject:* Re: Applications
>
>
>
> Hi Marit,
>
>
>
> I will be curious if your experience will be the same as mine.... I too
> have had the experience of implementing TBL and being so pleased with the
> results as I witnessed them in the classroom: engaged discussion occurring
> whereas before TBL there was passive silence. However, when the end of term
> course evaluations were returned to me, I was surprised at the number of
> students who had a very negative reaction to the teaching & learning
> strategy that is TBL. They were a minority, but a significant minority. It
> felt to me like a bit of cognitive dissonance was going on for students -
> they didn't recognize the learning experience for what it was. On my campus
> it really feels like implementing TBL is counter-cultural in the sense that
> students have experienced and expect didactic lecture and to not do the
> same is to abdicate my instructor responsibilities.
>
>
>
> I have a lot of work to do in not only teaching my students the course
> content, but also how to learn deeply so that their education lasts longer
> than their degree program...
>
>
>
> Cheers
>
>
>
> Neil
>
>
> *Neil Haave, PhD*
>
> Associate Professor, Biology
>
> Managing Editor, *Collected Essays on Learning and Teaching
> <http://celt.uwindsor.ca/ojs/leddy/index.php/CELT/index>*
>
> University of Alberta, Augustana Faculty
>
> Rm C155, Science Wing, Classroom Building, Augustana Campus
>
> 4901 - 46 Avenue, Camrose, AB, CANADA T4V 2R3
>
> email <[log in to unmask]>
>
> Augustana dossier <http://www.augustana.ualberta.ca/profs/nhaave/>
>
> Google+ <https://www.google.com/+NeilHaave>
>
> blog <http://activelylearning2teach.blogspot.ca/>
>
>
>
> "We do not learn from experience . . . we learn from reflecting on
> experience" - John Dewey
>
>
>
> On Thu, Sep 18, 2014 at 7:40 AM, Ostebo,Marit <[log in to unmask]>
> wrote:
>
> I am implementing TBL for the first time this semester. It seems to work
> very well (judging from the high level of participation in the class and
> the good feeling I have when leaving the classroom). I teach a Human Rights
> and Culture class, and I just wonder if there are people out there who have
> been teaching similar classes and who would like to share their
> applications with me. Topics that I cover are e.g. *Violence, conflict
> resolution and legal pluralism*, *Women’s Rights and Gender Equality,
> Human Rights activism, Anthropology and Human rights*, *Human rights and
> International Development +++*
>
>
>
> A few weeks back I had a focus on dignity, and the applications I had
> designed worked EXTREMELY well. If anyone is interested, - I am happy to
> share. It should be of relevance not only for those teaching human rights,
> but also for instructors in nursing, medicine, ethics, etc.
>
>
>
> Please shoot me an e-mail off list if you are interested:
> [log in to unmask]
>
>
>
> Marit Ostebo
>
>
>
>
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>
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>
>
>
>
> *Marit Tolo Ostebo (PhD)*
>
> Lecturer
>
> Department of Anthropology
>
> Address:
>
> 427 Grinter Hall – PO BOX 115560
>
> Gainesville, FL 32611-5560
>
>
>
> Tel: +1(352) 273-4754 / +1 (352) 328-7591 <%2B1%20%28352%29%20328-7591>
>
> E-mail: [log in to unmask]
>
>
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