I am a relatively new member of the list, and user of TBL.  I have a dilemma that perhaps you can help me with.

I have been implementing TBL into one of my two Business Policy/Strategy classes each semester for three semesters now.  Historically, I have assigned a major industry/company analysis "team project."  The project requires extensive library research on the industry and company, and team meetings outside of class to prepare an extensive report and class powerpoint presentation.

After learning about TBL, I realized that such a project becomes in reality an aggregation of individual efforts (and oftentimes not a very good aggregation!), rather than a true team effort.  So when I began TBL, I modified the requirements and allowed significant class time to put the individual research efforts together.  However, the teams still spent significant time outside of class to finalize the report and presentation.   To my disappointment, the products were not much better than those of my "regular" classes.

I also have come to learn that a "group paper" (of which this is a sort) makes for a poor team assignment.  And I'm certainly open to alternative types of assignments.

But here's my dilemma:  I believe that there is value in students doing the kind of research required, integrating and synthesizing what they find, and preparing a report and presentation for the class.

Can you offer my any ideas as to how I can accomplish such objectives, but still have the teams do their work as teams, and engage in the type of critical thinking in class that TBL calls for?

Robert A. Herring III, Ph.D.
Associate Professor of Management
School of Business and Economics
RJR Building
Winston-Salem State University
Winston-Salem NC 27110

Phone: 336-750-2338
Fax: 336-750-2335
E-mail: [log in to unmask]
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