Dear Judi and all, At Iowa State University, we have 212 faculty members in our TBL faculty learning community—a little over 10% of our campus' faculty. A subgroup of 42 members are called the TBL Scholars— those who take TBL to the next level into scholarship. The community grew organically over time. After inviting Larry Michealsen to campus three times for in depth workshops and some great one-on-one sessions, (really great training!) in 2012, I started offering a TBL workshop series each semester. This workshop consists of 5 ninety minute sessions<http://www.event.iastate.edu/event/38545> (one session per week for 5 weeks), starting with the nuts and bolts of TBL, then faculty assume the role of students for hands on experiences with TBL. The sessions evolve to course design and ultimately, each participant creates an application exercise for an upcoming course. In the last session, members optimize each other’s application exercises in teams. Each semester, between 20 and 40 faculty members sign up for the workshop, and come from colleges and departments all across campus. Graduates of the workshop are invited into the growing faculty learning community and especially motivated members join the TBL Scholars. Each group meets about twice per month and the session topics are decided by the membership at the beginning of each semester. Popular faculty learning community sessions are application exercise first aid, take your RAT to work, technology for supporting TBL, how to write good multiple choice questions, how to introduce TBL to students, etc. I partner with a talented TBL faculty member (at first Lisa Orgler and now Meghan Gillette) who helps form the vision, organizes and leads the sessions. Faculty learning community members are typically passionate about teaching and very involved in making the sessions meaningful. Many of the sessions are panels or presentations led by members of the community. We also invite outside experts when needed. The TBL Scholars write grants, design research projects, create and validate surveys, conduct workshops and presentations together, write posters, develop software and write manuscripts as teams. When I am invited to conduct TBL workshops at other universities, I recommend this model— first a hands on workshop followed by a faculty learning community because of the great support it offers faculty on an ongoing basis. This fall, we are creating a mentorship program where members will visit each others’ classes and meet periodically throughout the semester to help each other progress. Meghan, our faculty leader and teaching center staff are now helping to organize and match mentorship teams. Our teaching center will buy lunches so the teams can meet on a regular basis. I’m happy to continue the discussion with those who are interested. Best wishes, [cid:3D6AE650-8784-4F5B-A461-DD9B37D46169@celt.iastate.edu] Holly Bender DVM, PhD, Diplomate, ACVP Associate Director Center for Excellence in Learning and Teaching Director Preparing Future Faculty Program Professor Veterinary Pathology [Inline image 1] Center for Excellence in Learning and Teaching (CELT) 3024 Morrill Hall 603 Morrill Rd. Ames, Iowa 50011-2170 P 515-294-3584<tel:515.294.3134> W https://vetmed.iastate.edu/users/hbender http://www.celt.iastate.edu/about/directory/holly-bender On Sep 15, 2016, at 4:53 PM, Bradetich, Judith <[log in to unmask]<mailto:[log in to unmask]>> wrote: Hi Everyone, I have appreciated the quick, supportive responses that I got to my query about Business schools – THANK YOU! to all who responded. I now have another question. I have been officially asked to work as a “Faculty Fellow” to get more faculty interested in TBL across my campus, so I will be presenting some workshops this fall and hope to infect a cohort of multi-disciplinary people with the TBL virus/passion. One of the women I work with suggested that perhaps we are going about it the wrong way – from the ground up – and wondered how other universities have essentially coerced their faculty to use it. Not that we would do THAT, but it’s still an interesting tactic – from the top down. So my question is, how does this happen? What evidence is presented in these instances that convinces administrators to insist on implementation of TBL across their campuses? Is there one specific “tipping point”? – or many? I know there is research evidence that corroborate our story, but what else?? – what is the nitty-gritty selling point that seems to grab people? I am really curious. I have a feeling there will be as many different responses as there are respondents. Perhaps a pattern will appear. If that is the case, I will be happy to share my findings. Perhaps a packet of persuasive PR-type documents can be gathered and disseminated through this ListServe and the Collaborative. If there already are such documents, please point me in the right direction! TBL is at the forefront of future educational practices. Ultimately, I would love to see TBL’s influence will grow exponentially, and if I can be part of the process, I would be pleased. Thank you for your help. Sincerely, Judi Bradetich ________________________________ 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.