Hi It sounds like these are individual appeals…we only allow appeals from teams…there is a nice moderating effect when the antagonizing student must convince their team mates to do a team appeal jim -- Jim Sibley Director Centre for Instructional Support Faculty of Applied Science University of British Columbia 2205-6250 Applied Science Lane Vancouver, BC Canada V6T 1Z4 Phone 604.822.9241 Fax 604.822.7006 Email: [log in to unmask]<applewebdata:[log in to unmask]> http://cis.apsc.ubc.ca/ Check out TBL at www.teambasedlearning.org [cid:3E117FE4-BA33-429F-A36B-4ACF9B52E9B0] hmmmmm… © Copyright 2014, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the reader of this message is not the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this in error, please notify the sender immediately by e-mail, and delete the message. From: June Johnson <[log in to unmask]<mailto:[log in to unmask]>> Reply-To: June Johnson <[log in to unmask]<mailto:[log in to unmask]>> Date: Tuesday, July 22, 2014 at 8:46 AM To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>> Subject: Appeals Process after Exams: Self Care and Therapeutics Course with over 100 students-Concerns and Need for Ideas Colleagues, I teach in a clinical therapeutics course at Drake University where all 3 semesters are TBL, and also teach in a Self Care course in the TBL format. The issue of concern is our appeals process after exams. Currently, we allow students to hand in their scantrons, and take their exams into a side room to view multiple copies of an exam key with rationale for correct/incorrect answers. Students pick up an index card with a few short notes that they can take with them to file an appeal for the question within 48 hours of the exam. The concern: This has become a very emotionally charged situation for a number of students, who argue in writing (without solid evidence) that their answer, not the faculty's, is correct. This has negatively impacted student evaluations of our teaching in some cases. We would appreciate suggestions on how to better conduct these appeals, as we feel they are an important extension of their learning, to avoid antagonism. Thank you in advance for your ideas! June Felice Johnson, BS, Pharm.D., FASHP, FCCP, BC-ADM Professor of Pharmacy Practice, Clinical Sciences Department Drake University College of Pharmacy & Health Sciences 2507 University Avenue, Cline Atrium 009 Des Moines, Iowa 50311 Office: 515-271-1849 Fax: 515-271-4171 Email: [log in to unmask]<mailto:[log in to unmask]>