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=========================================================================
Date: Thu, 24 May 2018 10:00:55 -0700
Reply-To: [log in to unmask]
Sender: Team-Based Learning <[log in to unmask]>
From: Marianne Omalley <[log in to unmask]>
Subject: Re: debriefing
Comments: To: Laura Madson <[log in to unmask]>
In-Reply-To: <[log in to unmask]>
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Hello.. Your idea feels intuitively better than the peer assessment =
approach I have used in the past. If you have a moment, I have a few =
questions
1. Do you find that this process works to motivate poorly prepared =
students to prepare more in the future? (I teach an evening grad school =
class for working professionals. I need a process that students will =
trust to be fair and not coddle free riders.)
2. How many units does your class have and how much class time do you =
allot for these reflections? (My class has seven units. If I weighted =
each reflection at 2 points and gave the teams 10 minutes each time, =
that would be 14 points and 70 minutes of class time. That seems like a =
lot. Do you have any suggestions?)
3. What percentage of your grading system reflects team work versus =
individual work?
Thank you.
Marianne O=E2=80=99Malley
=20
=20
From: Team-Based Learning <[log in to unmask]> On Behalf Of =
Laura Madson
Sent: Thursday, May 24, 2018 9:15 AM
To: [log in to unmask]
Subject: debriefing
=20
Hi again -=20
Regarding the discussion on the importance of debriefing, Dr. Chris =
Burns and I both use a team processing tool after each major team =
activity in lieu of formative (individual) peer evaluations (see =
attached for an example).=20
=20
We=E2=80=99ve both found that focusing formative feedback on the team, =
rather than on individuals, offers several advantages:=20
1. low stakes, easy, introduction to giving and receiving peer =
evaluation/feedback
2. emphasizes team skills, not individual skills
3. makes it explicit that students are supposed to be developing =
teamwork skills and what these skills are
4. allows rapid self-correction of problems
5. allows rapid faculty identification of problem teams
=20
Just in case anyone is interested, I also attached one of the papers =
from the recent special issue of the American Psychologist on teamwork =
mentioned by Dr. Coleman (I=E2=80=99m a psychologist so it was easy for =
me to get access).
=20
Have a lovely day,
lm
=20
=20
_____ =20
To unsubscribe from the TEAMLEARNING-L list, please click here. =
<https://lists.ubc.ca/scripts/wa.exe?SUBED1=3DTEAMLEARNING-L&A=3D1> =20
Further information about the UBC Mailing Lists service can be found on =
the UBC IT website.=20
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vlink=3Dpurple><div class=3DWordSection1><p class=3DMsoNormal>Hello.. =
Your idea feels intuitively better than the peer assessment approach I =
have used in=C2=A0 the past. If you have a moment, I have a few =
questions<o:p></o:p></p><ol style=3D'margin-top:0in' start=3D1 =
type=3D1><li class=3DMsoNormal style=3D'mso-list:l0 level1 lfo1'>Do you =
find that this process works to motivate poorly prepared students to =
prepare more in the future? (I teach an evening grad school class for =
working professionals. I need a process that students will trust to be =
fair and not coddle free riders.)<o:p></o:p></li><li class=3DMsoNormal =
style=3D'mso-list:l0 level1 lfo1'>How many units does your class have =
and how=C2=A0 much class time do you allot for these reflections? (My =
class has seven units. If I weighted each reflection at 2 points and =
gave the teams 10 minutes each time, that would be 14 points and 70 =
minutes of class time. =C2=A0That seems like a lot.=C2=A0 Do you have =
any suggestions?)<o:p></o:p></li><li class=3DMsoNormal =
style=3D'mso-list:l0 level1 lfo1'>What percentage of your grading system =
reflects team work versus individual work?<o:p></o:p></li></ol><p =
class=3DMsoNormal>Thank you.<o:p></o:p></p><p class=3DMsoNormal>Marianne =
O=E2=80=99Malley<o:p></o:p></p><p =
class=3DMsoNormal><o:p> </o:p></p><p =
class=3DMsoNormal><o:p> </o:p></p><div><div =
style=3D'border:none;border-top:solid #E1E1E1 1.0pt;padding:3.0pt 0in =
0in 0in'><p class=3DMsoNormal><b>From:</b> Team-Based Learning =
<[log in to unmask]> <b>On Behalf Of </b>Laura =
Madson<br><b>Sent:</b> Thursday, May 24, 2018 9:15 AM<br><b>To:</b> =
[log in to unmask]<br><b>Subject:</b> =
debriefing<o:p></o:p></p></div></div><p =
class=3DMsoNormal><o:p> </o:p></p><p class=3DMsoNormal>Hi again =
- <o:p></o:p></p><div><p class=3DMsoNormal>Regarding the discussion =
on the importance of debriefing, Dr. Chris Burns and I both use a team =
processing tool after each major team activity in lieu of formative =
(individual) peer evaluations (see attached for an =
example). <o:p></o:p></p></div><div><p =
class=3DMsoNormal><o:p> </o:p></p></div><div><p =
class=3DMsoNormal>We=E2=80=99ve both found that focusing formative =
feedback on the team, rather than on individuals, offers several =
advantages: <o:p></o:p></p></div><div><div><p class=3DMsoNormal =
style=3D'background:white'><span =
style=3D'font-size:12.0pt;color:#222222'>1. low stakes, easy, =
introduction to giving and receiving peer =
evaluation/feedback<o:p></o:p></span></p></div><div><p class=3DMsoNormal =
style=3D'background:white'><span =
style=3D'font-size:12.0pt;color:#222222'>2. emphasizes team skills, not =
individual skills<o:p></o:p></span></p></div><div><p class=3DMsoNormal =
style=3D'background:white'><span =
style=3D'font-size:12.0pt;color:#222222'>3. makes it explicit that =
students are supposed to be developing teamwork skills and what these =
skills are<o:p></o:p></span></p></div><div><p class=3DMsoNormal =
style=3D'background:white'><span =
style=3D'font-size:12.0pt;color:#222222'>4. allows rapid self-correction =
of problems<o:p></o:p></span></p></div><div><p class=3DMsoNormal =
style=3D'background:white'><span =
style=3D'font-size:12.0pt;color:#222222'>5. allows rapid faculty =
identification of problem teams<o:p></o:p></span></p></div></div><div><p =
class=3DMsoNormal style=3D'background:white'><span =
style=3D'font-size:12.0pt;color:#222222'><o:p> </o:p></span></p></di=
v><div><p class=3DMsoNormal style=3D'background:white'><span =
style=3D'font-size:12.0pt;color:#222222'>Just in case anyone is =
interested, I also attached one of the papers from the recent special =
issue of the American Psychologist on teamwork mentioned by Dr. =
Coleman (I=E2=80=99m a psychologist so it was easy for me to get =
access).<o:p></o:p></span></p></div><div><p class=3DMsoNormal =
style=3D'background:white'><span =
style=3D'font-size:12.0pt;color:#222222'><o:p> </o:p></span></p></di=
v><div><p class=3DMsoNormal style=3D'background:white'><span =
style=3D'font-size:12.0pt;color:#222222'>Have a lovely =
day,<o:p></o:p></span></p></div><div><p class=3DMsoNormal =
style=3D'background:white'><span =
style=3D'font-size:12.0pt;color:#222222'>lm<o:p></o:p></span></p></div><d=
iv><p class=3DMsoNormal><o:p> </o:p></p></div><p =
class=3DMsoNormal><o:p> </o:p></p><div class=3DMsoNormal =
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------=_NextPart_000_00B3_01D3F346.1B992D00--
=========================================================================
Date: Thu, 24 May 2018 21:29:51 +0000
Reply-To: Laura Madson <[log in to unmask]>
Sender: Team-Based Learning <[log in to unmask]>
From: Laura Madson <[log in to unmask]>
Subject: Re: debriefing
Comments: To: "[log in to unmask]" <[log in to unmask]>
In-Reply-To: <[log in to unmask]>
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Dr. O=E2=80=99Malley -=20
Dr. Burns uses the team processing activity with a very different =
population and in a wider array of settings than I. He can send along =
more info about his use.=20
I teach somewhat large (N=3D140 students) sections of Introduction to =
Psychology. Most students are first- or second-year undergraduates, have =
no background in the discipline, are taking the course for general =
education credit, and are unlikely to ever take another psychology =
course. There are five major team activities in my class; teams complete =
the team processing task after the first four team activities. The =
complete the team processing in class prior to receiving feedback from =
me on their performance on the team activity. Teams spend 15-20 minutes =
on their first team processing task but complete the subsequent three in =
ten minutes or less.=20
I allow students to set their own grade weights for the class every =
term. That said, there=E2=80=99s little meaningful variance across =
semesters. I set the points earned via the team processing tasks at 15% =
of their team grade. Students generally set team performance at 35-40% =
of their final grade.=20
I also require students to earn at least 70% of the individual points in =
order to have their team=E2=80=99s performance included in their final =
grade. As I explain to students, if a given teammate hasn=E2=80=99t =
earned at least 70% of the individual points, there is little chance =
he/she has made a substantive contribution to the team. Frankly, that =
policy does more to motivate students than the team processing task.
I still collect summative peer evaluations (using TEAMMATES) at the end =
of the term. The items on the summative peer evaluation echo those on =
the team processing task. The peer evaluations are worth 15% of =
everyone's final grade.=20
I used to use formative and summative (individual) peer evaluations. The =
problem I faced was that teammates who received poor ratings rarely =
changed their behavior. As a social psychologist, I know that humans are =
generally terrible at behavior change so I didn=E2=80=99t blame the =
students. If we want students to improve their ability to work as a =
team, it made intuitive sense to give them practice thinking about how =
they worked together as a team, rather than as a collection of =
individuals. The team processing task also eliminates the possibility =
that students can =E2=80=9Cdodge=E2=80=9D giving feedback via comments =
like =E2=80=9Ckeep up the good work.=E2=80=9D=20
With seven units in your course, it might be overkill to use the team =
processing task after every unit. Could you front-load the semester, =
using a team processing task after the first four units, when teams are =
still actively cohering?=20
Have a great evening,
lm
Laura Madson, Ph.D.
Associate Professor
Department of Psychology
New Mexico State University
Las Cruces, NM 88003
[log in to unmask]
lauramadson.com
(575) 646-6207
> On May 24, 2018, at 11:00 AM, [log in to unmask] wrote:
>=20
> Hello.. Your idea feels intuitively better than the peer assessment =
approach I have used in the past. If you have a moment, I have a few =
questions
> Do you find that this process works to motivate poorly prepared =
students to prepare more in the future? (I teach an evening grad school =
class for working professionals. I need a process that students will =
trust to be fair and not coddle free riders.)
> How many units does your class have and how much class time do you =
allot for these reflections? (My class has seven units. If I weighted =
each reflection at 2 points and gave the teams 10 minutes each time, =
that would be 14 points and 70 minutes of class time. That seems like a =
lot. Do you have any suggestions?)
> What percentage of your grading system reflects team work versus =
individual work?
> Thank you.
> Marianne O=E2=80=99Malley
> =20
> =20
> From: Team-Based Learning <[log in to unmask] =
<mailto:[log in to unmask]>> On Behalf Of Laura Madson
> Sent: Thursday, May 24, 2018 9:15 AM
> To: [log in to unmask] =
<mailto:[log in to unmask]>
> Subject: debriefing
> =20
> Hi again -=20
> Regarding the discussion on the importance of debriefing, Dr. Chris =
Burns and I both use a team processing tool after each major team =
activity in lieu of formative (individual) peer evaluations (see =
attached for an example).=20
> =20
> We=E2=80=99ve both found that focusing formative feedback on the team, =
rather than on individuals, offers several advantages:=20
> 1. low stakes, easy, introduction to giving and receiving peer =
evaluation/feedback
> 2. emphasizes team skills, not individual skills
> 3. makes it explicit that students are supposed to be developing =
teamwork skills and what these skills are
> 4. allows rapid self-correction of problems
> 5. allows rapid faculty identification of problem teams
> =20
> Just in case anyone is interested, I also attached one of the papers =
from the recent special issue of the American Psychologist on teamwork =
mentioned by Dr. Coleman (I=E2=80=99m a psychologist so it was easy for =
me to get access).
> =20
> Have a lovely day,
> lm
> =20
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charset=utf-8
<html><head><meta http-equiv=3D"Content-Type" content=3D"text/html; =
charset=3Dutf-8"></head><body style=3D"word-wrap: break-word; =
-webkit-nbsp-mode: space; line-break: after-white-space;" class=3D"">Dr. =
O=E2=80=99Malley - <div class=3D"">Dr. Burns uses the team =
processing activity with a very different population and in a wider =
array of settings than I. He can send along more info about his =
use. </div><div class=3D""><br class=3D""></div><div class=3D"">I =
teach somewhat large (N=3D140 students) sections of Introduction to =
Psychology. Most students are first- or second-year undergraduates, have =
no background in the discipline, are taking the course for general =
education credit, and are unlikely to ever take another psychology =
course. There are five major team activities in my class; teams complete =
the team processing task after the first four team activities. The =
complete the team processing in class prior to receiving feedback from =
me on their performance on the team activity. Teams spend 15-20 minutes =
on their first team processing task but complete the subsequent three in =
ten minutes or less. </div><div class=3D""><br class=3D""></div><div =
class=3D"">I allow students to set their own grade weights for the class =
every term. That said, there=E2=80=99s little meaningful variance across =
semesters. I set the points earned via the team processing tasks at 15% =
of their team grade. Students generally set team performance at 35-40% =
of their final grade. </div><div class=3D""><br class=3D""></div><div=
class=3D"">I also require students to earn at least 70% of the =
individual points in order to have their team=E2=80=99s performance =
included in their final grade. As I explain to students, if a given =
teammate hasn=E2=80=99t earned at least 70% of the individual points, =
there is little chance he/she has made a substantive contribution to the =
team. Frankly, that policy does more to motivate students than the team =
processing task.</div><div class=3D""><br class=3D""></div><div =
class=3D"">I still collect summative peer evaluations (using TEAMMATES) =
at the end of the term. The items on the summative peer evaluation echo =
those on the team processing task. The peer evaluations are worth 15% of =
everyone's final grade. </div><div class=3D""><br =
class=3D""></div><div class=3D"">I used to use formative and summative =
(individual) peer evaluations. The problem I faced was that teammates =
who received poor ratings rarely changed their behavior. As a social =
psychologist, I know that humans are generally terrible at behavior =
change so I didn=E2=80=99t blame the students. If we want students to =
improve their ability to work as a team, it made intuitive sense to give =
them practice thinking about how they worked together as a team, rather =
than as a collection of individuals. The team processing task also =
eliminates the possibility that students can =E2=80=9Cdodge=E2=80=9D =
giving feedback via comments like =E2=80=9Ckeep up the good =
work.=E2=80=9D </div><div class=3D""><br class=3D""></div><div =
class=3D"">With seven units in your course, it might be overkill to use =
the team processing task after every unit. Could you front-load the =
semester, using a team processing task after the first four units, when =
teams are still actively cohering? </div><div class=3D""><br =
class=3D""></div><div class=3D"">Have a great evening,</div><div =
class=3D"">lm</div><div class=3D""><div class=3D"">
Laura Madson, Ph.D.<br class=3D"">Associate Professor<br =
class=3D"">Department of Psychology<br class=3D"">New Mexico State =
University<br class=3D"">Las Cruces, NM 88003<br class=3D""><a =
href=3D"mailto:[log in to unmask]" class=3D"">[log in to unmask]</a><br =
class=3D"">lauramadson.com<br class=3D"">(575) 646-6207<br class=3D""><br =
class=3D"">
</div>
<div><br class=3D""><blockquote type=3D"cite" class=3D""><div =
class=3D"">On May 24, 2018, at 11:00 AM, <a =
href=3D"mailto:[log in to unmask]" =
class=3D"">[log in to unmask]</a> wrote:</div><br =
class=3D"Apple-interchange-newline"><div class=3D""><div =
class=3D"WordSection1" style=3D"page: WordSection1; caret-color: rgb(0, =
0, 0); font-family: Garamond; font-size: 12px; font-style: normal; =
font-variant-caps: normal; font-weight: normal; letter-spacing: normal; =
text-align: start; text-indent: 0px; text-transform: none; white-space: =
normal; word-spacing: 0px; -webkit-text-stroke-width: 0px; =
text-decoration: none;"><div style=3D"margin: 0in 0in 0.0001pt; =
font-size: 11pt; font-family: Calibri, sans-serif;" class=3D"">Hello.. =
Your idea feels intuitively better than the peer assessment approach I =
have used in the past. If you have a moment, I have a few =
questions<o:p class=3D""></o:p></div><ol start=3D"1" type=3D"1" =
style=3D"margin-bottom: 0in; margin-top: 0in;" class=3D""><li =
class=3D"MsoNormal" style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; =
font-family: Calibri, sans-serif;">Do you find that this process works =
to motivate poorly prepared students to prepare more in the future? (I =
teach an evening grad school class for working professionals. I need a =
process that students will trust to be fair and not coddle free =
riders.)<o:p class=3D""></o:p></li><li class=3D"MsoNormal" =
style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; font-family: =
Calibri, sans-serif;">How many units does your class have and how =
much class time do you allot for these reflections? (My class has seven =
units. If I weighted each reflection at 2 points and gave the teams 10 =
minutes each time, that would be 14 points and 70 minutes of class time. =
That seems like a lot. Do you have any suggestions?)<o:p =
class=3D""></o:p></li><li class=3D"MsoNormal" style=3D"margin: 0in 0in =
0.0001pt; font-size: 11pt; font-family: Calibri, sans-serif;">What =
percentage of your grading system reflects team work versus individual =
work?<o:p class=3D""></o:p></li></ol><div style=3D"margin: 0in 0in =
0.0001pt; font-size: 11pt; font-family: Calibri, sans-serif;" =
class=3D"">Thank you.<o:p class=3D""></o:p></div><div style=3D"margin: =
0in 0in 0.0001pt; font-size: 11pt; font-family: Calibri, sans-serif;" =
class=3D"">Marianne O=E2=80=99Malley<o:p class=3D""></o:p></div><div =
style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; font-family: =
Calibri, sans-serif;" class=3D""><o:p class=3D""> </o:p></div><div =
style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; font-family: =
Calibri, sans-serif;" class=3D""><o:p class=3D""> </o:p></div><div =
class=3D""><div style=3D"border-style: solid none none; =
border-top-width: 1pt; border-top-color: rgb(225, 225, 225); padding: =
3pt 0in 0in;" class=3D""><div style=3D"margin: 0in 0in 0.0001pt; =
font-size: 11pt; font-family: Calibri, sans-serif;" class=3D""><b =
class=3D"">From:</b><span =
class=3D"Apple-converted-space"> </span>Team-Based Learning <<a =
href=3D"mailto:[log in to unmask]" style=3D"color: purple; =
text-decoration: underline;" =
class=3D"">[log in to unmask]</a>><span =
class=3D"Apple-converted-space"> </span><b class=3D"">On Behalf =
Of<span class=3D"Apple-converted-space"> </span></b>Laura Madson<br =
class=3D""><b class=3D"">Sent:</b><span =
class=3D"Apple-converted-space"> </span>Thursday, May 24, 2018 9:15 =
AM<br class=3D""><b class=3D"">To:</b><span =
class=3D"Apple-converted-space"> </span><a =
href=3D"mailto:[log in to unmask]" style=3D"color: purple; =
text-decoration: underline;" =
class=3D"">[log in to unmask]</a><br class=3D""><b =
class=3D"">Subject:</b><span =
class=3D"Apple-converted-space"> </span>debriefing<o:p =
class=3D""></o:p></div></div></div><div style=3D"margin: 0in 0in =
0.0001pt; font-size: 11pt; font-family: Calibri, sans-serif;" =
class=3D""><o:p class=3D""> </o:p></div><div style=3D"margin: 0in =
0in 0.0001pt; font-size: 11pt; font-family: Calibri, sans-serif;" =
class=3D"">Hi again - <o:p class=3D""></o:p></div><div =
class=3D""><div style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; =
font-family: Calibri, sans-serif;" class=3D"">Regarding the discussion =
on the importance of debriefing, Dr. Chris Burns and I both use a team =
processing tool after each major team activity in lieu of formative =
(individual) peer evaluations (see attached for an example). <o:p =
class=3D""></o:p></div></div><div class=3D""><div style=3D"margin: 0in =
0in 0.0001pt; font-size: 11pt; font-family: Calibri, sans-serif;" =
class=3D""><o:p class=3D""> </o:p></div></div><div class=3D""><div =
style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; font-family: =
Calibri, sans-serif;" class=3D"">We=E2=80=99ve both found that focusing =
formative feedback on the team, rather than on individuals, offers =
several advantages: <o:p class=3D""></o:p></div></div><div =
class=3D""><div class=3D""><div style=3D"margin: 0in 0in 0.0001pt; =
font-size: 11pt; font-family: Calibri, sans-serif; background-color: =
white;" class=3D""><span style=3D"font-size: 12pt; color: rgb(34, 34, =
34);" class=3D"">1. low stakes, easy, introduction to giving and =
receiving peer evaluation/feedback<o:p =
class=3D""></o:p></span></div></div><div class=3D""><div style=3D"margin: =
0in 0in 0.0001pt; font-size: 11pt; font-family: Calibri, sans-serif; =
background-color: white;" class=3D""><span style=3D"font-size: 12pt; =
color: rgb(34, 34, 34);" class=3D"">2. emphasizes team skills, not =
individual skills<o:p class=3D""></o:p></span></div></div><div =
class=3D""><div style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; =
font-family: Calibri, sans-serif; background-color: white;" =
class=3D""><span style=3D"font-size: 12pt; color: rgb(34, 34, 34);" =
class=3D"">3. makes it explicit that students are supposed to be =
developing teamwork skills and what these skills are<o:p =
class=3D""></o:p></span></div></div><div class=3D""><div style=3D"margin: =
0in 0in 0.0001pt; font-size: 11pt; font-family: Calibri, sans-serif; =
background-color: white;" class=3D""><span style=3D"font-size: 12pt; =
color: rgb(34, 34, 34);" class=3D"">4. allows rapid self-correction of =
problems<o:p class=3D""></o:p></span></div></div><div class=3D""><div =
style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; font-family: =
Calibri, sans-serif; background-color: white;" class=3D""><span =
style=3D"font-size: 12pt; color: rgb(34, 34, 34);" class=3D"">5. allows =
rapid faculty identification of problem teams<o:p =
class=3D""></o:p></span></div></div></div><div class=3D""><div =
style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; font-family: =
Calibri, sans-serif; background-color: white;" class=3D""><span =
style=3D"font-size: 12pt; color: rgb(34, 34, 34);" class=3D""><o:p =
class=3D""> </o:p></span></div></div><div class=3D""><div =
style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; font-family: =
Calibri, sans-serif; background-color: white;" class=3D""><span =
style=3D"font-size: 12pt; color: rgb(34, 34, 34);" class=3D"">Just in =
case anyone is interested, I also attached one of the papers from the =
recent special issue of the American Psychologist on teamwork mentioned =
by Dr. Coleman (I=E2=80=99m a psychologist so it was easy for me =
to get access).<o:p class=3D""></o:p></span></div></div><div =
class=3D""><div style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; =
font-family: Calibri, sans-serif; background-color: white;" =
class=3D""><span style=3D"font-size: 12pt; color: rgb(34, 34, 34);" =
class=3D""><o:p class=3D""> </o:p></span></div></div><div =
class=3D""><div style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; =
font-family: Calibri, sans-serif; background-color: white;" =
class=3D""><span style=3D"font-size: 12pt; color: rgb(34, 34, 34);" =
class=3D"">Have a lovely day,<o:p class=3D""></o:p></span></div></div><div=
class=3D""><div style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; =
font-family: Calibri, sans-serif; background-color: white;" =
class=3D""><span style=3D"font-size: 12pt; color: rgb(34, 34, 34);" =
class=3D"">lm<o:p class=3D""></o:p></span></div></div><div class=3D""><div=
style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; font-family: =
Calibri, sans-serif;" class=3D""><o:p =
class=3D""> </o:p></div></div><div style=3D"margin: 0in 0in =
0.0001pt; font-size: 11pt; font-family: Calibri, sans-serif;" =
class=3D""><o:p class=3D""> </o:p></div><div class=3D"MsoNormal" =
align=3D"center" style=3D"margin: 0in 0in 0.0001pt; font-size: 11pt; =
font-family: Calibri, sans-serif; text-align: center;"><hr size=3D"3" =
width=3D"100%" align=3D"center" class=3D""></div><p align=3D"center" =
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--Apple-Mail=_4479FB61-A385-4C84-9212-C65BEC14E7F0--
=========================================================================
Date: Sat, 26 May 2018 20:40:46 -0500
Reply-To: Herbert Coleman <[log in to unmask]>
Sender: Team-Based Learning <[log in to unmask]>
From: Herbert Coleman <[log in to unmask]>
Subject: Re: Why We Won't Get to Mars Without Teamwork
Comments: To: Laura Madson <[log in to unmask]>
In-Reply-To: <[log in to unmask]>
MIME-Version: 1.0
Content-Type: multipart/alternative; boundary="0000000000007a248d056d2619fe"
Message-ID: <[log in to unmask]>
--0000000000007a248d056d2619fe
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Here's a link to the complete journal
http://psycnet.apa.org/PsycARTICLES/journal/amp/73/4
On Thu, May 24, 2018 at 10:42 AM, Laura Madson <[log in to unmask]> wrote:
> Hi -
> Here=E2=80=99s a link to the special issue Dr. Coleman mentioned in a pre=
vious
> post for those who are interested. There are several articles about diver=
se
> topics in the issue, not just Mars missions.
> cheers,
> lm
> Laura Madson, Ph.D.
> Associate Professor
> Department of Psychology
> New Mexico State University
> Las Cruces, NM 88003
> [log in to unmask]
> lauramadson.com
> (575) 646-6207
>
>
> Begin forwarded message:
>
> *From: *<[log in to unmask]>
> *Subject: **Why We Won't Get to Mars Without Teamwork*
> *Date: *May 24, 2018 at 9:38:02 AM MDT
> *To: *<[log in to unmask]>
>
> [image: American Psychological Association]
>
> [log in to unmask]* thought you=E2=80=99d like to see the following from th=
e *American
> Psychological Association*.
> ------------------------------
>
> *Page:*
> Why We Won't Get to Mars Without Teamwork
> <http://www.apa.org/news/press/releases/2018/05/teamwork.aspx>
> http://www.apa.org/news/press/releases/2018/05/teamwork.aspx
> ------------------------------
> * The sender=E2=80=99s email address has not been verified.
> www.apa.org <http://www.apa.org/index.aspx> | privacy statement
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--=20
Herb Coleman, Ph.D
Adjunct Professor of Psychology and Student Development
*RETIRED-*-Dir. Campus Technology Services
Austin Community College
[log in to unmask]
(512) 223-1790 ext. 22162
***************************************************************************=
*********************************
=E2=80=9CKeep working, keep striving, never give up. Fall down 7 times get=
up
8. Without
commitment, you=E2=80=99ll never start. But more importantly, without consi=
stency,
you=E2=80=99ll never finish. Ease is a greater threat to progress than har=
dship. So,
keep moving, keep growing, keep learning. See you at work.
*=E2=80=9D=E2=80=95 Denzel Washington,*
***************************************************************************=
*********************************
########################################################################
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<div dir=3D"ltr">Here's a link to the complete journal=C2=A0<a href=3D"=
http://psycnet.apa.org/PsycARTICLES/journal/amp/73/4">http://psycnet.apa.or=
g/PsycARTICLES/journal/amp/73/4</a></div><div class=3D"gmail_extra"><br><di=
v class=3D"gmail_quote">On Thu, May 24, 2018 at 10:42 AM, Laura Madson <spa=
n dir=3D"ltr"><<a href=3D"mailto:[log in to unmask]" target=3D"_blank">lma=
[log in to unmask]</a>></span> wrote:<br><blockquote class=3D"gmail_quote" st=
yle=3D"margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div =
style=3D"word-wrap:break-word;line-break:after-white-space">Hi -=C2=A0<div>=
Here=E2=80=99s a link to the special issue Dr. Coleman mentioned in a previ=
ous post for those who are interested. There are several articles about div=
erse topics in the issue, not just Mars missions.</div><div>cheers,</div><d=
iv>lm<br><div>
Laura Madson, Ph.D.<br>Associate Professor<br>Department of Psychology<br>N=
ew Mexico State University<br>Las Cruces, NM 88003<br><a href=3D"mailto:lma=
[log in to unmask]" target=3D"_blank">[log in to unmask]</a><br><a href=3D"http://=
lauramadson.com" target=3D"_blank">lauramadson.com</a><br>(575) 646-6207<br=
><br>
</div>
<div><br><blockquote type=3D"cite"><div>Begin forwarded message:</div><br c=
lass=3D"m_-4536938176879969879Apple-interchange-newline"><div style=3D"marg=
in-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px"><span style=
=3D"font-family:-webkit-system-font,Helvetica Neue,Helvetica,sans-serif;col=
or:rgba(0,0,0,1.0)"><b>From: </b></span><span style=3D"font-family:-webkit-=
system-font,Helvetica Neue,Helvetica,sans-serif"><<a href=3D"mailto:lmad=
[log in to unmask]" target=3D"_blank">[log in to unmask]</a>><br></span></div><d=
iv style=3D"margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0=
px"><span style=3D"font-family:-webkit-system-font,Helvetica Neue,Helvetica=
,sans-serif;color:rgba(0,0,0,1.0)"><b>Subject: </b></span><span style=3D"fo=
nt-family:-webkit-system-font,Helvetica Neue,Helvetica,sans-serif"><b>Why W=
e Won't Get to Mars Without Teamwork</b><br></span></div><div style=3D"=
margin-top:0px;margin-right:0px;margin-bottom:0px;margin-left:0px"><span st=
yle=3D"font-family:-webkit-system-font,Helvetica Neue,Helvetica,sans-serif;=
color:rgba(0,0,0,1.0)"><b>Date: </b></span><span style=3D"font-family:-webk=
it-system-font,Helvetica Neue,Helvetica,sans-serif">May 24, 2018 at 9:38:02=
AM MDT<br></span></div><div style=3D"margin-top:0px;margin-right:0px;margi=
n-bottom:0px;margin-left:0px"><span style=3D"font-family:-webkit-system-fon=
t,Helvetica Neue,Helvetica,sans-serif;color:rgba(0,0,0,1.0)"><b>To: </b></s=
pan><span style=3D"font-family:-webkit-system-font,Helvetica Neue,Helvetica=
,sans-serif"><<a href=3D"mailto:[log in to unmask]" target=3D"_blank">Lmad=
[log in to unmask]</a>><br></span></div><br><div><table style=3D"font-family:A=
rial,Helvetica,sans-serif;letter-spacing:normal;text-indent:0px;text-transf=
orm:none;word-spacing:0px;background-color:rgb(255,255,255);text-decoration=
:none;margin:10px;border:0px;width:625px;border-collapse:collapse;border-sp=
acing:0px"><tbody><tr><td style=3D"margin:0px;padding:0px;border:20px solid=
rgb(194,193,192);width:585px"><table style=3D"margin:0px;padding:0px;borde=
r:0px;width:585px;border-collapse:collapse;border-spacing:0px"><tbody><tr><=
td bgcolor=3D"#fff" background=3D"http://www.apa.org/images/hd_bg.gif" styl=
e=3D"margin:0px;padding:12px 0px 12px 20px;width:565px;border-bottom-width:=
1px;border-bottom-style:solid;border-bottom-color:rgb(255,255,255)"><img sr=
c=3D"http://www.apa.org/images/logo.png" alt=3D"American Psychological Asso=
ciation" width=3D"422" height=3D"30"></td></tr><tr><td style=3D"margin:0px;=
padding:0px;width:585px;height:8px;background-color:rgb(228,103,2);backgrou=
nd-position:initial initial;background-repeat:initial initial"></td></tr><t=
r><td style=3D"width:585px;padding:0px;margin:0px;background-color:rgb(255,=
255,255);border:0px;text-align:center;background-position:initial initial;b=
ackground-repeat:initial initial"><table style=3D"width:540px;padding:0px;m=
argin:0px auto;background-color:rgb(255,255,255);border:0px;background-posi=
tion:initial initial;background-repeat:initial initial"><tbody><tr><td styl=
e=3D"width:534px;text-align:left"><br><a href=3D"mailto:[log in to unmask]" s=
tyle=3D"text-decoration:none;color:rgb(0,84,153)" target=3D"_blank">lmadson=
@nmsu.edu</a>* thought you=E2=80=99d like to see the following from the<spa=
n class=3D"m_-4536938176879969879Apple-converted-space">=C2=A0</span><stron=
g>American Psychological Association</strong>.</td></tr><tr><td style=3D"he=
ight:30px;vertical-align:middle"><hr style=3D"color:rgb(153,153,153);height=
:1px"></td></tr><tr><td style=3D"width:534px;text-align:left"><strong><br>P=
age:</strong></td></tr><tr><td style=3D"width:534px;text-align:left"><a hre=
f=3D"http://www.apa.org/news/press/releases/2018/05/teamwork.aspx" style=3D=
"text-decoration:none;color:rgb(104,133,164);padding:0px 0px 1px;margin:0px=
;font-weight:500;font-size:1.8em;line-height:1.3em" target=3D"_blank">Why W=
e Won't Get to Mars Without Teamwork</a></td></tr><tr><td style=3D"widt=
h:534px;text-align:left"><a href=3D"http://www.apa.org/news/press/releases/=
2018/05/teamwork.aspx" style=3D"text-decoration:none;color:rgb(0,84,153)" t=
arget=3D"_blank">http://www.apa.org/news/press/<wbr>releases/2018/05/teamwo=
rk.aspx</a></td></tr><tr><td style=3D"height:30px;vertical-align:middle"><h=
r style=3D"color:rgb(153,153,153);height:1px"></td></tr><tr><td style=3D"he=
ight:30px;vertical-align:middle;text-align:left;color:rgb(84,84,84);font-si=
ze:0.7em;font-weight:normal">* The sender=E2=80=99s email address has not b=
een verified.</td></tr></tbody></table></td></tr><tr><td style=3D"text-alig=
n:center;width:583px;height:30px;vertical-align:middle;background-color:rgb=
(215,215,215);background-position:initial initial;background-repeat:initial=
initial"><a href=3D"http://www.apa.org/index.aspx" style=3D"text-decoratio=
n:none;color:rgb(0,84,153)" target=3D"_blank">www.apa.org</a><span class=3D=
"m_-4536938176879969879Apple-converted-space">=C2=A0</span>|<span class=3D"=
m_-4536938176879969879Apple-converted-space">=C2=A0</span><a href=3D"http:/=
/www.apa.org/about/privacy.aspx" style=3D"text-decoration:none;color:rgb(0,=
84,153)" target=3D"_blank">privacy statement</a><span class=3D"m_-453693817=
6879969879Apple-converted-space">=C2=A0</span>|<span class=3D"m_-4536938176=
879969879Apple-converted-space">=C2=A0</span><a href=3D"http://www.apa.org/=
about/termsofuse.aspx" style=3D"text-decoration:none;color:rgb(0,84,153)" t=
arget=3D"_blank">terms of use</a><span class=3D"m_-4536938176879969879Apple=
-converted-space">=C2=A0</span>|<span class=3D"m_-4536938176879969879Apple-=
converted-space">=C2=A0</span><a href=3D"http://www.apa.org/about/contact/c=
ontact.aspx" style=3D"text-decoration:none;color:rgb(0,84,153)" target=3D"_=
blank">contact APA</a></td></tr></tbody></table></td></tr></tbody></table><=
/div></blockquote></div><br></div></div><br>
<hr>
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Further information about the UBC Mailing Lists service can be found on the=
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</blockquote></div><br><br clear=3D"all"><div><br></div>-- <br><div class=
=3D"gmail_signature" data-smartmail=3D"gmail_signature"><div dir=3D"ltr"><d=
iv><div dir=3D"ltr"><div><div dir=3D"ltr"><div><div dir=3D"ltr"><div><div d=
ir=3D"ltr"><div dir=3D"ltr"><div dir=3D"ltr"><div dir=3D"ltr"><div dir=3D"l=
tr"><br>Herb Coleman, Ph.D<br><span>Adjunct Professor of Psychology and Stu=
dent Development</span><br><u><b><span style=3D"color:rgb(204,0,0)">RETIRED=
-</span></b></u>-Dir. Campus Technology Services <br>Austin Community Colle=
ge<br><a href=3D"mailto:[log in to unmask]" target=3D"_blank">hcoleman@a=
ustincc.edu</a><br>(512) 223-1790 ext. 22162<br><span>*********************=
***************************************************************************=
************<br><br></span>=E2=80=9CKeep working, keep striving, never give=
up.=C2=A0 Fall down 7 times get up 8.<i>=C2=A0</i><span style=3D"font-fami=
ly:Helvetica;font-size:12px">Without commitment, you=E2=80=99ll never start=
. But more importantly, without consistency, you=E2=80=99ll never finish.</=
span><span style=3D"font-family:Helvetica;font-size:12px">=C2=A0 </span><sp=
an style=3D"font-family:Helvetica;font-size:12px">Ease is a greater threat =
to progress than hardship.</span><span style=3D"font-family:Helvetica;font-=
size:12px">=C2=A0 </span><span style=3D"font-family:Helvetica;font-size:12p=
x">So, keep moving, keep growing, keep learning.</span><span style=3D"font-=
family:Helvetica;font-size:12px">=C2=A0 </span><span style=3D"font-family:H=
elvetica;font-size:12px">See you at work.</span><i>=E2=80=9D<br><br>=E2=80=
=95 Denzel Washington,</i><span><i><br></i> </span>************************=
***************************************************************************=
*********<br><br></div></div></div></div></div></div></div></div></div></di=
v></div></div></div></div>
</div>
<br>
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