I think part of my problem in terms of student evaluations is that my apps did not require a specific choice and thus were difficult to report simultaneously. When I have done similar things to apps using iClickers, students responded very very positively. Best practices in iClicker use may mirror best practices in TBL apps? Cheers Neil On Thursday, September 18, 2014, Bill Goffe <[log in to unmask]> wrote: > Interesting -- I had the best student evaluations of my career when > teaching with TBL. I'm not sure how to explain the difference. Maybe I did > a particularly good job of explaining why we use TBL, or perhaps I always > rotated among the teams when they were doing their AEs? > > - Bill > > P.S. Also, this was when I was teaching at a regional college with typical > U.S. students. Maybe part of it was that I taught intermediate > courses? > > > Levine, Ruth - > > In the article below Fatmi and her colleagues report that TBL increases > performance but not enjoyment. It may be a good resource to share with > students during orientation. > > Ruth > > > > Fatmi M, Hartling L, Hillier T, Campbell S, Oswald A: The effectiveness > of team-based learning on learning outcomes in health professions > education: BEME Guide No.30. Medical Teacher; 2013; 35:e1608-e1624. > > > > > > From: Team-Based Learning [mailto:[log in to unmask] > <javascript:;>] On Behalf Of Deepti Vyas > > Sent: Thursday, September 18, 2014 12:10 PM > > To: [log in to unmask] <javascript:;> > > Subject: Re: polarized students' evaluations > > > > 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] > <javascript:;><mailto:[log in to unmask] <javascript:;>>> 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<tel:410-704-3168> (ph) > > 410-704-3912<tel:410-704-3912> (fax) > > > > > > > > From: Team-Based Learning [mailto:[log in to unmask] > <javascript:;><mailto:[log in to unmask] <javascript:;>>] On > Behalf Of Donna Oglesby > > Sent: Thursday, September 18, 2014 12:44 PM > > To: [log in to unmask] <javascript:;><mailto: > [log in to unmask] <javascript:;>> > > 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] <javascript:;><mailto:[log in to unmask] > <javascript:;>> > > @winnowingfan > > On Sep 18, 2014, at 11:17 AM, Smiley-Oyen, Ann [KIN] < > [log in to unmask] <javascript:;><mailto:[log in to unmask] > <javascript:;>>> 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. > > > > 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<tel:515-294-8261> > > [log in to unmask] <javascript:;><mailto:[log in to unmask] > <javascript:;>> > > > > > > > > From: Team-Based Learning [mailto:[log in to unmask] > <javascript:;>] On Behalf Of Neil Haave > > Sent: Thursday, September 18, 2014 9:38 AM > > To: [log in to unmask] <javascript:;><mailto: > [log in to unmask] <javascript:;>> > > 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] <javascript:;>> > > 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] > <javascript:;><mailto:[log in to unmask] <javascript:;>>> 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] <javascript:;><mailto:[log in to unmask] > <javascript:;>> > > > > 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] <javascript:;><mailto:[log in to unmask] > <javascript:;>> > > > > <image001.jpg> > > > > > > -- > Bill Goffe > Senior Lecturer > Department of Economics > Penn State University > 304 Kern Building > University Park, PA 16802 > 814-867-3299 > [log in to unmask] <javascript:;> > http://cook.rfe.org/ > > -- Neil Haave, PhD Associate Professor, Biology Managing Editor, CELT Augustana Faculty University of Alberta Camrose, AB T4V 2R3 Canada http://www.augustana.ualberta.ca/profs/nhaave/ DISCLAIMER: Any and all spelling mistakes contained in this email were inserted at the whim of my iPhone.