At our college, the findings have been that there is often a dip in faculty ratings when a new pedagogy is introduced. I agree with having a midterm evaluation – it most certainly helps. During my first TBL course, my grad students were very anxious about the low iRAT scores, as they were not used to such scores (despite the iRATs being worth very little). They also told me often that they wanted me to tell them the answer and that it is hard to change when they have had classes that were professor-centered. I think that there is a learning curve in implementing TBL for both students and instructors. I did come to realize that even though I understood how the individual apps were connected to each other and the course itself, students (and even grad students) need some explicit instruction in the form of mini-lecture. So I now infuse more mini-lectures in between my apps. Nevertheless, I would never go back to my pre-TBL days. The level of engagement is remarkable, and the students get to a much higher level of engagement with the material itself. Hope this helps. In terms of faculty ratings, we are only in our second year of implementing TBL across our campus a, but over the next year we should have more data in terms of faculty evaluations, especially as they teach the course repeatedly, and as more students become familiar with TBL methodology. Best, Graciela Graciela Elizalde-Utnick, Ph.D. Director Roberta S. Matthews Center for Teaching 2420 Boylan Hall and Coordinator, Bilingual Specializations, Department of School Psychology, Counseling, & Leadership 1107 James Hall Brooklyn College – CUNY 2900 Bedford Avenue Brooklyn, NY 11210 718.951.5876 From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Ostebo,Marit Sent: Thursday, September 18, 2014 10:53 AM To: [log in to unmask] Subject: Re: Applications Hi Neil, You have some very good points, - I have also been thinking that I should be careful to draw conclusions. I have also thought of doing some kind of midterm evaluation in order to get a sense of what the students are thinking, and use that evaluation to make improvements. I have talked to other professors who say that they tend to get better evaluations when they engage the students in a midterm review of the course. Maybe there are other out there who have some advice on this? Marit From: Neil Haave [mailto:[log in to unmask]] Sent: Thursday, September 18, 2014 10:38 AM To: Ostebo,Marit Cc: [log in to unmask]<mailto:[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<mailto:[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]<mailto:[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]<mailto:[log in to unmask]> Marit Ostebo Marit Tolo Ostebo (PhD) Lecturer Department of Anthropology Address: 427 Grinter Hall – PO BOX 115560 Gainesville, FL 32611-5560 Tel: +1(352) 273-4754<tel:%2B1%28352%29%20273-4754> / +1 (352) 328-7591<tel:%2B1%20%28352%29%20328-7591> E-mail: [log in to unmask]<mailto:[log in to unmask]> [UFsignatureThemeline]