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