Awesome work, Molly! -M From: Team Learning Discussion List [mailto:[log in to unmask]] On Behalf Of Molly Espey Sent: Thursday, July 09, 2009 10:16 AM To: [log in to unmask] Subject: Re: Student complaints on new TBL I just finished writing a paper about student perceptions of the value of team-based learning. I'll briefly summarize some of the findings that may be relevant to this thread: 1. In general, student attitudes improved significantly over the course of the semester, even though they were generally pretty positive to start. 2. These more positive attitudes were retained as measured by students who took a second TBL course from me (required course with me as the only instructor, so not a biased sample). 3. Freshman tended to start with a more positive attitude than other students, while male students and students with higher gpa's tended to start with less positive attitude. Less than positive prior team learning experiences were very significant in influencing incoming attitudes negatively. 4. Attitudes improved significantly over the course of the semester for most subgroups: freshmen, non-freshman, males, females, and all age groups. 5. I broke GPA into four categories: below 2.5, 2.5 to 2.99, 3.0 to 3.49, 3.5 to 4.0. Attitudes improved significantly for the middle two GPA groups, but did not change significantly for the top nor for the bottom GPA groups. In regard to the last part of point 3, I think a lot of the negative attitudes faculty encounter on the part of students stems from bad previous experiences in "group work", in situations that do not fit best practices of TBL. That is another reason it is important to explain from the start how TBL is different from previous group experiences students may have had. In regard to point 5, I think this goes along somewhat with what some others said about top students doing well regardless of teaching method and the fact that it takes them out of their comfort zone to still get the same grade maybe explains why their attitudes didn't change. For the bottom GPA group, I think many liked the idea of TBL because they thought they'd be able to free ride on the efforts of others but found that was not true. Balancing those who became more negative about it with those who struggle but are willing to put in the effort so had an improved attitude, the net effect for this group was not significant. Molly Espey Department of Applied Economics and Statistics 263 Barre Hall Clemson University Clemson, SC 29634 (864) 656-6401 ----- Original Message ----- From: Bill Roberson<mailto:[log in to unmask]> To: [log in to unmask]<mailto:[log in to unmask]> Sent: Thursday, July 09, 2009 8:40 AM Subject: FW: Student complaints on new TBL From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Michael J. Welker Sent: Wednesday, July 08, 2009 10:17 PM To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Student complaints on new TBL Hello all, One evocative and seemingly effective metaphor I have had some luck on this point is from brother History prof, Ken Bain and his excellent book "What the Best College Teachers Do". (http://powells.com/biblio?isbn=0674013255) He writes of the "Bulemic learning cycle" of traditional lecturing, where students must "binge" on information and then "purge" it on quizzes or tests, so they are empty and ready to move onto the next chapter or week, having retained no weight or knowledge. This imagery seems to really help some students "get it" over why/how TBL is an improvement over traditional design. Combined with data, and early and often asides about where/how/why what we are doing is different. It is some evangelism, but typically, for about 3/4 of my students, by the end of the quarter, the process has proven its worth and converted some skeptics... not all mind you :p -Mike Welker, Instructional Designer Distance Learning Dept. North Central State College Mansfield, Ohio 419.755.4706 [log in to unmask]<mailto:[log in to unmask]> "Remember, I'm pulling for you... we're all in this together. Keep your stick on the ice." -Red Green On Wed, Jul 8, 2009 at 8:38 PM, <[log in to unmask]<mailto:[log in to unmask]>> wrote: Hi! thought I'd chime in on this - I'm still on the front end of the learning curve vis-a-vis TBL, but have used the 4MAT system of teaching and learning (Dr. Bernice McCarthy) and had a similar response from students. I've concluded that there are a number of things at work here. 1) as has been pointed out, students are used to the lecture methods of teaching and tend to resist anything different. 2) According to McCarthy, about 1/3 of the typical classroom is made up of Type 2 learners who prefer the lecture method; the remaining 2/3 are Types 1, 3 & 4 learners. I believe that students willing to learn from various styles and methods of teaching can become "better" learners, will gain more from their classroom experiences with a wholistic approach. This will also, then, make them better at their chosen field, because they've learned how to learn and have a more broad-based perspective on things. Change is not easy for most people, because it takes them out of their comfort zone - not necessarily a 'bad' thing. Chuck Killingsworth > Ed and others, > > On the *student* side, this sounds like a classic case of not spending > sufficient time at the beginning of the course, orienting students to what > the teachers were going to do and why, in a way that gets student buy-in. > Whenver a teacher does something different than what students are used to, > you need to spend a substantial amount of time (1-3 hours), helping > students > understand (via experiences - not explanations) what the teacher is going > to > do that is different and why he/she is changing. This is as true of TBL > as > anything else. > If you haven't seen it yet, there was an article in the National > Learning & Teaching Forum a few months ago that provides an excellent way > to > do that. (attached). > > On the *faculty* side, not so sure. It may be that someone needs to > collect > data on the qualityof student learning, in a way that can compare the > quantity and quality of student learning with lecture vs. with TBL. My > expectation would be that the latter is higher. If it is, that should be > persuasive as a reason to change. If it isn't, either one needs to find > out > why it isn't higher - or else go back to lecturing. > > Dee > > On Wed, Jul 8, 2009 at 3:55 PM, Ed Bell <[log in to unmask]<mailto:[log in to unmask]>> wrote: > >> TBL Colleagues: >> I coordinated a new course using TBL Spring 2009. This 3-credit course >> (pharmacotherapeutics) is in the 2nd year of a 4-year professional >> pharmacy >> program (115 students). Three faculty taught (separate 5 week modules). >> We >> followed the TBL model very closely (ie, IRAT/GRAT, IF-AT forms, AE, >> peer >> evaluations). I attended the TBL conference in March. Final course >> grades >> overall were quite high. Student evaluations (8 pages total written >> comments) post-course were "interesting" - most evaluations were >> negative >> and included several themes: >> 1) students want more lecture - they want to be told what is important >> 2) students believe we as faculty - the "experts"- should be telling >> them >> what is important about medications that they will need to know as a >> future >> pharmacist - this is our "responsibility" as faculty/teachers >> 3) several students emphasized 2) above in light of our school being >> private, with high tuition reasoning for responsibility of the faculty >> to >> tell students "what's important" >> 4) some faculty this semester and due up next semester don't seem to >> fully >> accept TBL vs. still desiring to lecture >> How do we respond to these student - and faculty - concerns? I >> researched >> the TBL list serve archives and found similar concerns from 2005 >> postings, >> yet I am seeking additional recommendations and input from seasoned TBL >> faculty. >> Thank you. >> Ed Bell (Drake University College of Pharmacy) >> > > > > -- > *********************** > L. Dee Fink > 234 Foreman Ave. > Norman, OK 73069 > Phone/FAX: 405-364-6464 > Email: [log in to unmask]<mailto:[log in to unmask]> > Website: www.finkconsulting.info<http://www.finkconsulting.info> > > **National Project Director: Teaching & Curriculum Improvement (TCI) > Project > **Senior Associate, Dee Fink & Associates Consulting Services > **Author of: Creating Significant Learning Experiences > **Former President of the POD Network in Higher Education (2004-2005) >