Are there any published papers speaking to this issue of evaluations with TBL? On Thu, Sep 18, 2014 at 10:05 AM, Kubitz, Karla <[log in to unmask]> wrote: > I have had similar experiences w/r/t student evaluations… everything > from a student mentioning how wonderful my class was during her graduation > ceremony speech to students thoroughly trashing my class in their > evaluations (and online… Rate My Professor, anyone?). One thing that helps > me understand their perspective is the ‘stuff’ that I wrote about in my > chapter for Jim’s new book. Most college students are in the stage of > cognitive development where they view knowledge as right/ wrong. The > professor is the ‘expert’ and should ‘deliver’ knowledge (… yes, pour it > into their brains). Peers/ peer input aren’t valued. We (in our TBL > implementations) can nudge them into more advanced stages of cognitive > development by the things that are part and parcel of TBL. However, it’s > not easy… growth never is. Karla > > > > > > > *Karla Kubitz, Ph.D., FACSM Program Coordinator, Exercise Science* > > > > > > > *Department of Kinesiology Towson University 8000 York Rd Towson, MD 21252 > 410-704-3168 <410-704-3168> (ph) 410-704-3912 <410-704-3912> (fax)* > > > > > > > > *From:* Team-Based Learning [mailto:[log in to unmask]] *On > Behalf Of *Donna Oglesby > *Sent:* Thursday, September 18, 2014 12:44 PM > *To:* [log in to unmask] > *Subject:* Re: polarized students' evaluations > > > > I can echo this experience. My course is not required and as far as I know > I am the only professor who has used the TBL method at Eckerd College. The > course was Diplomacy and International Relations taught Spring 2014. I > learned of the approach from a colleague at Duke who praised it. > > > > This year course evaluations were done online by students. So comparisons > with all other years, when they were done on paper in the classroom, is > problematic. Still, those who loved the course, really loved it and felt > they learned considerably more because of peer interactions. More students > than I have ever had in any class over a 17 year period, however, expressed > dissatisfaction. The big beef was no lectures. I did mini-lectures and also > posted lectures on-line to watch or read before coming to class, but I did > not use class time to deliver standard lectures. > > > > I made a point of driving home the methodology during the add/drop period > and a few students did drop. Most stayed. Perhaps they had no framework > for understanding just how different the class would be. I also did a > thorough mid-term review and worked with each team on their peer > evaluations and how they might think about adjusting their teamwork if > needed. Students did appear very engaged in the class, discussions were > much more lively, lots of debate. That may have made some students > uncomfortable. Others thrived. Bi-modal R US. > > > > The collaborative TBL discussion has been a great source of information > and solace. Thanks to all. > > > > Donna Marie Oglesby > > Diplomat in Residence > > Eckerd College/BES > > 4200 54th Ave. South > > St. Petersburg, Fl. 33711 > > > > [log in to unmask] > > @winnowingfan > > On Sep 18, 2014, at 11:17 AM, Smiley-Oyen, Ann [KIN] <[log in to unmask]> > wrote: > > > > Neil – I had the same experience in terms of a vocal (i.e., anonymous > course evaluations) minority who trashed me and the course – actually, the > worst teaching evaluations I’ve had due to the extreme of their responses > across the board. I use TBL in a class of more than 100 students, so it is > difficult to monitor how the team dynamics are working, but I am wondering > if one contributing factor to their dissatisfaction was their team > dynamics. I am attempting to keep a tighter tab this semester (note any > teams I think are not working well and be ready to assist if necessary), > and to more skillfully design my application exercises. In addition, I am > allowing each student to do a “*Delta Plus*” evaluation so I can try to > address issues early in the semester (what they like and what they think > could be improved). And, it is just a fact that some students do not want > to engage – they want to passively sit, learn enough for the exam, and move > on. (My course is a required course.) We do have our limitations on ability > to motivate and inspire. > > > > Stacey – I like your app. I tried to do something like that, but it was on > the last day of class and many had already completed the course eval (it is > simply sent to them by email in the final two weeks of the semester). Maybe > I need to move that application just before the course eval site opens, and > be a bit more systematic with it! Thanks for attaching your application. > > > > Ann Smiley-Oyen, PhD > > Associate Professor, Kinesiology/Neuromotor Control > > Department of Kinesiology > > 244 Forker > > Ames, IA 50011 > > 515-294-8261 > > [log in to unmask] > > > > > > > > *From:* Team-Based Learning [mailto:[log in to unmask] > <[log in to unmask]>] *On Behalf Of *Neil Haave > *Sent:* Thursday, September 18, 2014 9:38 AM > *To:* [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 <[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]> > 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] > > > > 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 / +1 (352) 328-7591 <%2B1%20%28352%29%20328-7591> > > E-mail: [log in to unmask] > > > > <image001.jpg> > > >