Given that his letter did not include accommodation for teams (does such an accommodation even exist?),I don’t see the issue. There are a lot of things students don’t “like” that are required as part of the learning process.

I talked to my wife, who an expert in ADA, although she handles the issues in a company. She pointed out that the purpose behind accommodation is to ENABLE someone to do a task, not to eliminate it. If teamwork is an inherent part of your class (and presumably it is, given you are using TBL), she suggests switching the conversation to finding an acceptable way to ENABLE teamwork, not allowing the student to avoid it.

It seems to me that your Director of Disability Resources and Services and SVP dropped the ball in this one. From my perspective, the mistake was allowing the student to switch too readily—that is, before they found a way to enable the student to learn the needed skills.  This feels like a student who needs to improve his/her teamwork skills, and was looking for an easier way out.

I realize that the student may perceive enabling teamwork as forcing him/her out of the class.  But given that the letter didn’t absolve the student from teamwork, i think finding a way to enable the student is in his/her best interests.

The problem is not time or the iRAT.  The problem I encountered this semester was an accomodation student who was refusing to do any teamwork whatsoever: in class and outside of class.  He informed me that he would do all assignments on his own even though his accomodation letter did not indicate that he was exempt from teamwork.

I suggested a couple of times that he switch to another section.  We run 55-60 sections of this course every semester.  I am the only instructor using TBL.  He refused both times.

I talked to the Director of Disability Resources and Services and met with the Academic Advisor, both of whom also suggested he switch sections.  My wonderful colleague who teaches a section at the same time as me kindly agreed to admit an extra student and he finally switched. 

However, the Senior Vice Dean of the Business School wanted me to attend a University Program Committee (UPC) meeting to explain why I was doing something different in my sections than everyone else.  Another department administrator convinced the SVD that teaching approach did not fall under the mandate of the UPC, so my appearance was cancelled.

Nonetheless, last Monday, I still had to meet with the SVP and our department administrator to explain TBL to the SVP.  She warned me that we could be setting ourselves up for liability if we force accomodation students out of our classes for any reason.

Sorry to be so long.  The major issue for me was not TBL, but my flipped classroom.  I would love to continue the discussion in San Diego!

Sincerely,

Judith

_____________________________________

Judith Ainsworth, Ph.D.

Assistant Professor, Business Communication

Marketing & Supply Chain Management

Vice President Eastern U.S. Region

Association for Business Communication

Temple University | Fox School of Business

Speakman Hall 208K

215-204-4234 x1-4234

_____________________________________

On 12 Feb 2018, at 09:35, Douglas C. Anderson, Pharm.D., D.Ph. <[log in to unmask]> wrote:

The time component hasn't been an issue for us. For our time accommodation students they have simply take it with everyone else. For our "quiet environment" accommodation students we have small group rooms throughout our building and just outside of every classroom. We simply reserve one of those, they take the iRAT and then rejoin the class when they are done.

On Mon, Feb 12, 2018 at 1:36 AM, Rachel Goodliffe <[log in to unmask]> wrote:

Hello

Anyone have experience withTBL and students with accommodations- specifically how to navigate iRAT fairly

Rachel

On Dec 20, 2017, at 12:44 PM, Michael Buck <[log in to unmask]> wrote:

TBL’ers,

I have just completed teaching my course for the second year using TBL.  I am trying to follow the TBL approach as closely as I can and I as well as many of my students are happy with the process and outcome.  There certainly is room for improvement and I have targeted a few areas that were implemented this past year and have some ideas already for next year. 

 

Here is my question…

I would welcome the opportunity for me and a colleague to visit your institution (if more than one course uses TBL) or your course (if you are the sole TBL’er) to see how you express TBL in the classroom.  I  think I need to see TBL in action from someone else to become better at it myself.  I suspect there are others out there that would enjoy the same opportunity.  I currently teach in a physical therapy program at the graduate level so visiting an upper level medical/clinical program would be most desirable but would certainly entertain any offers.  Could turn into a peer mentor or support group.  So…..who wants company?

Thanks for considering!

Mike

 

Michael Buck PhD, PT, ATC, Cert MDT, CSCS

Acting Associate Dean School of Health Sciences and Human Performance

Coordinator of the Ithaca Seminar Program

Clinical Associate Professor

Department of Physical Therapy
Ithaca College
Ithaca, New York 14850
607-274-1936

 

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Douglas Anderson, Pharm.D., D.Ph. Professor and Chair Dept. of Pharmacy Practice Asst. Chair, IRB Cedarville University o: 937-766-3017 cedarville.edu yellowjackets.cedarville.edu

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