Dear James, Great to hear from another person teaching in general education courses (first and second year of the US 4-year undergraduate university system for those TBLers in other parts of the world). In my intro 1000 level college class everyone has to sign t-RATs and applications when they are complete. Both the t-RAT multiple choice question handout and application handout have space for the team name and team members present. This is how I keep track of attendance. I don't give a grade for attendance. Instead, individual team members will not receive a grade if they've not attended either t-rats or applications. I have a cover sheet on the front of every team folder that clearly indicates the grade each team receives for t-RATs and applications. Folks get a 0 if they don't participate in those activities. Outcomes are various. - The literature on best practices indicates that having them physically present in the classroom generates a much better outcome. I've increased my attendance levels (much higher than before I applied TBL) and I can quickly identify folks who are in trouble. - The state funding formula for Georgia system public institutions now emphasizes retention, progression, and graduation rates (rather than just a per capita payment) this really helps with the retention and progression portion. - We have a requirement at my institution to provide a bi-weekly report on attendance for anyone using VA benefits for college (just started this semester). This method provides a very quick way for me to check on attendance as I have 10% of my class in this situation. - It is my experience that team members are EXTREMELY generous to their team mates whether they attend or not. I only see the very worst offenders being penalized for lack of team engagement and attendance. So, offering the carrot of a grade for t-RATs and application seems to be effective at coming to a reasonable grade for reasonable effort. Manda Dr. Amanda Rees Professor of Geography, Department of History and Geography Tel: (706) 507 8358 Fax: (706) 507-8362 E-mail: [log in to unmask] Web: <[log in to unmask]> http://columbusstate.academia.edu/AmandaRees *Coordinator* <http://history.columbusstate.edu/columbuscommunitygeography.php>*: Columbus Community Geography Center* <http://history.columbusstate.edu/columbuscommunitygeography.php> Mailing Address: Department of History and Geography, Columbus State University 4225 University Avenue, Columbus, GA 31907, U.S.A. Office Location: 901 Front Avenue,Yancey Center at One Arsenal Place Room 350 (campus map <http://www.columbusstate.edu/maps/CampusMap-Oct2012-Color.pdf#page=2>) On Thu, Oct 1, 2015 at 12:58 PM, James Latham <[log in to unmask]> wrote: > I would be very interested to hear from others who teach Intro Level > Undergraduate Courses on this topic. I find myself going back and forth > between grading/not-grading and credit for attendance. If I grade the > application activities, then I lean toward give the grade to the team and > allow peer evaluations (and application grades) to incentivize attendance. > But if I don't grade, then I tend to lean toward participation grades and > zeros for no-attendance and peer evals for unprepared/non-contributors. > > > I would prefer not to grade nor take attendance for applications. An > internalized motivation for the love of learning would be wonderful, but in > an intro level class I find some incentive is necessary (at least for a > portion of the students) > > > Michael > > > > James "Michael" Latham, Ph.D. > Professor of Economics > Business & Computer Systems > Collin College > SCC J228 > > > > > > ------------------------------ > *From:* Team-Based Learning <[log in to unmask]> on behalf > of Amanda Rees <[log in to unmask]> > *Sent:* Thursday, October 1, 2015 10:56 AM > > *To:* [log in to unmask] > *Subject:* Re: Attendance for application exercises > > Dear TBLers > > So, this is an interesting reflection perhaps on student maturity. > > I'm so excited that students are so engaged they stay for applications > even though there are no grades. However, in a first year classroom > teaching a general education requirement if there is no grade attached to > applications I would have few if any folks staying. > > Manda > > Dr. Amanda Rees > Professor of Geography, Department of History and Geography > Tel: (706) 507 8358 Fax: (706) 507-8362 > E-mail: [log in to unmask] Web: <[log in to unmask]> > http://columbusstate.academia.edu/AmandaRees > > *Coordinator* > <http://history.columbusstate.edu/columbuscommunitygeography.php>*: > Columbus Community Geography Center* > <http://history.columbusstate.edu/columbuscommunitygeography.php> > > Mailing Address: > Department of History and Geography, Columbus State University > 4225 University Avenue, Columbus, GA 31907, U.S.A. > > Office Location: > 901 Front Avenue,Yancey Center at One Arsenal Place > Room 350 (campus map > <http://www.columbusstate.edu/maps/CampusMap-Oct2012-Color.pdf#page=2>) > > > On Thu, Oct 1, 2015 at 10:42 AM, Anderson, Max <[log in to unmask]> wrote: > >> At UIC, we have an attendance policy for TBL: >> http://chicago.medicine.uic.edu/departments___programs/program_offices/undergraduate_medical_education/curriculum/md_program__year_1_/team-_based_learning/team-_based_learning_attendance_policy >> >> We do not grade the Application portion and attendance is optional. I >> would say that 99% of students stay with the TBL even though they know that >> once we get to the Application portion, they are technically allowed to >> leave. >> >> Max >> >> From: Team-Based Learning on behalf of "Budd, Kristen" >> Reply-To: "Budd, Kristen" >> Date: Wednesday, September 30, 2015 at 19:39 >> To: "[log in to unmask]" >> Subject: Re: Attendance for application exercises >> >> Hi Alison, >> >> I agree with Kare. Because you haven't built a policy into your >> syllabus, it's best to rely on the peer evaluations. Granted, if you have >> a general attendance policy in your syllabus you could lean on that; for >> example, if they need to provide documentation of illness, etc. >> >> My syllabus details that they cannot make up team in-class applications >> because they have to be there to participate. Keeping in mind that life >> happens, I do drop two scores at the end of the semester. (To clarify, I >> don't grade in class applications. They count for 20 participation points >> per activity). >> >> I hope this helps. >> >> Best, >> >> Kristen >> >> On Wed, Sep 30, 2015 at 8:19 PM, Alison Bates <[log in to unmask]> >> wrote: >> >>> Hello, >>> >>> I am teaching my first TBL course and decided to grade the in-class >>> application exercises (upon several threads here since the semester >>> started, I probably wouldn’t do this again). Regardless, I am having a >>> problem: absent students during graded in-class work. It’s not widespread >>> but nonetheless each class maybe 1-2 absent students. I did not specify in >>> my syllabus how this would be handled. My first reaction was to give the >>> missing students a 0 for that exercise, but I do have the peer multiplier >>> built into group grades. How have others dealt with this issue? >>> >>> Thanks for any advice, >>> >>> Alison >>> >>> >>> Alison Bates >>> Lecturer (Renewable Energy & Sustainability) >>> Department of Environmental Conservation >>> University of Massachusetts Amherst >>> Holdsworth 209 >>> 160 Holdsworth Way >>> Amherst, MA 01003 >>> [log in to unmask] >>> 413-545-1768 >>> >>> >>> >>> >>> >>> >>> ------------------------------ >>> >>> To unsubscribe from the TEAMLEARNING-L list, please click here. >>> <https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> >>> >>> Further information about the UBC Mailing Lists service can be found on >>> the UBC IT website. >>> >> >> >> >> -- >> Kristen M. Budd, Ph.D. >> Assistant Professor >> Faculty Pre-Law Advisor >> >> Sociology, Criminology, and Social Justice Studies >> >> Miami University >> >> Upham Hall 367D >> >> Oxford, Ohio 45056-1879 U.S.A. >> >> >> E-mail: [log in to unmask] <[log in to unmask]> >> >> Phone: 513-529-1598 >> >> Chair-Elect, Crime & Juvenile Delinquency Division, Society for the >> Study of Social Problems (2015-2017) >> >> Chair, Crime & Juvenile Delinquency Division, Society for the Study of >> Social Problems (2017-2019) >> >> >> >> ------------------------------ >> >> To unsubscribe from the TEAMLEARNING-L list, please click here. >> <https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> >> >> Further information about the UBC Mailing Lists service can be found on >> the UBC IT website. >> >> ------------------------------ >> >> To unsubscribe from the TEAMLEARNING-L list, please click here. >> <https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> >> >> Further information about the UBC Mailing Lists service can be found on >> the UBC IT website. >> > > > ------------------------------ > > To unsubscribe from the TEAMLEARNING-L list, please click here. > <https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1> > > Further information about the UBC Mailing Lists service can be found on > the UBC IT website. > ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: https://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1 Further information about the UBC Mailing Lists service can be found on the UBC IT website.