From: [log in to unmask] href="mailto:[log in to unmask]">Gary D Lynne

To: [log in to unmask] href="mailto:[log in to unmask]">[log in to unmask]

Sent: Friday, April 24, 2009 9:04 AM

Subject: TBL for all levels?

The "Webinar" yesterday stirred a thought/question, which I did not get around to posting: Does TBL have to be modified a bit for different levels of teaching, e.g. 200 level for mainly sophomores ( a course I have been working at converting into a TBL format) v. a graduate course? My concern is with how much material needs to be delivered in the traditional "sage on stage" (lecturing) format. I can see where an upper division (especially a capstone) course and/or graduate course could rely almost exclusively on self-teaching, with lecture supplements, and problem sets/case studies that really bring application to the table.

I am more sceptical about the latter for 100-200 level courses, at least based on my limited experience ... trying to bring TBL into my 200 level course only for the second time this semester. I find myself needing to do a bit more traditional lecturing than TBL seems to call for.... especially with respect to core ideas these students have never seen before (in contrast to upper division, graduate students who have seen the core ideas/theories/constructs many times before).

Any insights on this matter will be appreciated!

Gary D. Lynne, Professor
Department of Agricultural Economics and
School of Natural Resources
103B Filley
University of Nebraska-Lincoln
Lincoln, NE 68583-0922
Website: http://www.agecon.unl.edu/facultystaff/directory/lynne.html
Phone: 1-402-472-8281 Cell: 1-402-430-3100

"We are always only one failed generational transfer of knowledge away from darkest ignorance" (Herman Daly)
"We do not just have our own interests. We share interests with others. Empathy is neither altruistic nor self-interested. It rather exemplifies the implicit solidarity of human nature" (Robert Solomon)