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
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 BatesLecturer (Renewable Energy & Sustainability)Department of Environmental ConservationUniversity of Massachusetts AmherstHoldsworth 209160 Holdsworth WayAmherst, MA 01003
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Kristen M. Budd, Ph.D.Assistant Professor
Faculty Pre-Law AdvisorSociology, Criminology, and Social Justice Studies
Miami University
Upham Hall 367D
Oxford, Ohio 45056-1879 U.S.A.
E-mail: [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)
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