Thank you all so much for your many suggestions! I have a much clearer idea of what to do now and am feeling a bit more confident. Now I just have to deal with the flurry of folks who withdrew from the class and adjust what that means for the groups I made...another learning experience, next time I will wait a few days before creating the groups! Very best, Gretchen On Sat, Jan 6, 2024 at 5:10 PM <[log in to unmask]> wrote: > Whenever a student needs an accommodation, I make my the IRQ available an > hour before class. My RAQs are 5-7 questions; occasionally 14. After the > 2nd or third even my students with accommodations just take it in class. > > Now with absences is where I get radical. I treat all absences equally. > I explain to my students in the spirit of team work, if you are absent, the > team still had to carry on without you regardless of the reason. If I have > a team of 4 to move this table a one is absent, the table still has to be > moved and the absent person wasn’t there to help. I don’t need obituaries, > doctors notes or police reports (I often wonder how many grandparents I’ve > kept alive ;o). I also give everyone the same make up opportunity. They > can only earn up to 3/4 of the RAP points. They do have ample opportunity > for extra credit though. > > Herb Coleman, Ph.D. > Austin Community College > > Sent from my iPad 3 > > On Jan 5, 2024, at 4:34 PM, Elizabeth Carraway < > [log in to unmask]> wrote: > > > > Hi Gretchen, > > > > I use RATs in an introductory environmental science class and have had > similar issues. > > > > For students who have accommodations for extra time, low distraction > environment, etc., I have found it works out well to allow those students > early access to review the questions. I’ve used a couple of approaches. I > use Canvas for iRATs, but if you plan on in-class on paper iRATs, one of > these approaches could be adapted as long as you have a LMS such as Canvas. > Here’s a little description of each approach. > > 1. Provide a list of the questions (with or without answers) to the > students with accommodations through the LMS at a specific time for a > specific length of time. My class is usually at 8:00 am; some students have > selected late afternoon or the evening before and others have selected the > morning of. For example, a list of questions might become available for a > student to review at 7:15 am and end at 7:45 am before the iRAT begins at > 8:00 am. Sometimes I have offered just a list of questions and sometimes > both questions and answer options. > 1. This allows the students to read the questions and have a chance > to think about them in a location of their choosing before the actual iRAT. > In Canvas, I have the question order scrambled which I believe helps avoid > simple memorization. > 2. I stress that the preview is just for reading, not for copying, > but I have no way to check if students observe this. In general, I find > students with testing accommodations to be quite serious in their > responsibility to not misuse the privileges and risk losing them. > 2. Allow students with testing accommodations to begin earlier than > the rest of the class. This has worked out for my class since there are no > classes before 8:00 am. > > > > For students who cannot attend on the RAT days, my firm policy is: > > 1. Students may be excused from the iRAT for valid, documented > reasons. The iRAT score is 0 for unexcused absences. > > i. Students > can view the questions and answers through the LMS after the RAT is > completed and all the grading is completed. > > 1. All students on a given team receive the tRAT score earned by the > participating team members, regardless of participation or absence (excused > or unexcused). > > i. Lack > of participation not deemed acceptable by other team members is reflected > later in team evaluation scores. > > > > Overall, these methods don’t require much extra time on my part and > students with accommodations have seemed satisfied with the arrangements > and appreciative of the chance to benefit from the accommodations even > though the assignments are relatively low stakes. > > > > Good luck with TBL your first attempt! I think you’ll like it and find the > wrinkles are usually not too difficult to deal with! > > > > Beth Carraway > > *_________________________________________________________* > > *ELIZABETH* *CARRAWAY* * | * Associate Professor > > *Environmental Chemistry* > > Department of Environmental Engineering and Earth Sciences > <https://urldefense.com/v3/__http://www.clemson.edu/cecas/departments/eees/__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJNsFMdpS0$> > > College of Engineering, Computing and Applied Sciences > <https://urldefense.com/v3/__http://www.clemson.edu/cecas/__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJNTjrNpCc$> > > 342 Computer Court | Anderson, SC 29625 > [log in to unmask] <[log in to unmask]> | 864.656.3276(Main), > -5574(O), -0672(Fax) > > > <https://urldefense.com/v3/__http://www.clemson.edu/__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJNsEn7qzg$> > <image002.jpg> > <https://urldefense.com/v3/__http://www.clemson.edu/__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJNsEn7qzg$> > > > > > > > > > > *From:* Team-Based Learning <[log in to unmask]> *On Behalf Of *Plunkett, > Richard > *Sent:* Friday, January 5, 2024 4:55 PM > *To:* [log in to unmask] > *Subject:* Re: First time TBL user - questions about testing > accommodations > > > > *This Message Is From An External Sender:* Use caution when opening links > or attachments if you do not recognize the sender. > > Hi Justin, > > > > Thanks for the message. You bring up valid concerns, some of which we have > dealt with on our campus. Our students are responsible for booking their > exams (and quizzes) through the Disabilities Resource Centre well ahead of > time. Whenever possible, the DRC schedules them to start early enough to > accommodate any extra time, as well as “travel time” to get to the > classroom on schedule. My responsibility as an instructor is to provide the > DRC with dates/times for the in-class exams and quizzes. The students are > briefed ahead of time, and understand that they will be escorted by a DRC > invigilator who makes sure they don’t use their phones or look at their > books. Rarely, a student’s timetable necessitates them writing their exam > much earlier, or perhaps the previous day. In these cases, they basically > sign an academic integrity contract promising not to discuss the exam or > look things up. It’s basically on the honour system. If they do look up > answers, it would benefit their whole team—but those stakes are fairly low > (RATs are not a large component of the grade; team portions of two-stage > exams are 15% of the exam grade). > > > > It is an imperfect system to be sure, but it works well, and I have not > encountered any problems with academic misconduct. > > > > Cheers, > Richard > > > > *From: *Justin Kalef <[log in to unmask]> > *Date: *Friday, January 5, 2024 at 12:07 > *To: *"[log in to unmask]" <[log in to unmask]>, > "Plunkett, Richard" <[log in to unmask]> > *Subject: *Re: First time TBL user - questions about testing > accommodations > > > > [*CAUTION:* Non-UBC Email] > > Hi, Richard. That sounds like a great solution, but how do the students at > the DRC join the students in class so quickly? Our Office for Students with > a Disability is very far away from my usual classroom, and travel would > take about half an hour (not to mention the fact that the students who make > the trip could easily look up the answers along the way). > > Best, > Justin > > > > On Friday, January 5, 2024 at 02:19:44 PM EST, Plunkett, Richard < > [log in to unmask]> wrote: > > > > > > Dear Gretchen, > > > > Congratulations on taking a TBL leap in your class. 😊 > > > > I employ TBL in large-enrolment science classes (up to 300 students) and > always have a number of students who require accommodations for RATs and > the two-stage exams I use. We have a great system worked out with our > Disabilities Resource Centre (DRC). Briefly, students request > accommodations ahead of time, and the DRC schedules and invigilates the > individual portions of the RATs/exams at the testing facility. I provide > information about what time the team portion will begin, and the students > who write their individual part are scheduled such that they finish in time > to be accompanied by an invigilator to join their team just in time to work > together on the team portion. > > > > In the end, most students have opted out of using the DRC for iRATs. I > believe it is because of the low stakes and low(er) pressure of RATs > compared with exams. > > > > For students who miss a RAT with an excuse, I generally exclude that RAT > from their grade. And in a recent biochemistry class I taught (with just > four TBL modules), as an experiment I did not grade RATs at all! > > > > I look forward to hearing how others help with accommodations, and I hope > this is helpful! > > > > Best regards, > Richard > > -- > > *Richard M. Plunkett* Ph.D. (He, Him, His > <https://urldefense.com/v3/__https://equity.ubc.ca/resources/gender-diversity/pronouns/__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJNlTT0PFY$> > ) > Associate Professor of Teaching > > Program Advisor – Biochemistry and Molecular Biology (Medical & Molecular > Biology) > Irving K. Barber Faculty of Science | Biology Department > The University of British Columbia | Okanagan Campus | Syilx Okanagan > Nation Territory > 1177 Research Road | Kelowna BC | V1V 1V7 Canada > Phone 250 807 9650 > [log in to unmask] > > > > <image001.png> > > > > *From: *Team-Based Learning <[log in to unmask]> on behalf of > Gretchen Sneegas <[log in to unmask]> > *Reply-To: *Gretchen Sneegas <[log in to unmask]> > *Date: *Friday, January 5, 2024 at 09:59 > *To: *"[log in to unmask]" <[log in to unmask]> > *Subject: *First time TBL user - questions about testing accommodations > > > > Hello all, > > > > I will be using TBL in one of my classes for the first time this quarter. > The class is an in-person 200 level environmental geography class. There > will be four modules with a RAT at the start of each; students will also > take the final using the same format (individually first, then in teams). > > > > I have several students with testing accommodations - e.g. extra time, > low-distraction environment, etc. Are there any recommendations for how to > best accommodate the RAT process for such students? > > > > Additionally, I have some students who have reached out to me that will be > absent on some of the days when in-class RATs will happen. What > recommendations are there for how to make up RATs if a student has to miss > one of those days due to sickness or something else outside of their > control? > > > > Thank you for your help, and I am so excited to try this process out for > the first time! > > Very best, > > Gretchen > > > -- > > Gretchen Sneegas, Ph.D. (she/her/hers) > > Assistant Teaching Professor > > Geography Department > > University of Washington > > Email: [log in to unmask] > > Personal Website > <https://urldefense.com/v3/__https://gretchensneegas.com/__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJN1xlIK14$> > > > > Recent Publications: > > Sneegas, G., L. Seghezzo, C. Brannstrom, W. Jepson, and G. Eckstein. 2022. > "Do not put all your eggs in one basket: social perspectives on > desalination and water recycling in Israel." *Water Policy 24*(11): > 1772-1795. LINK > <https://urldefense.com/v3/__https://iwaponline.com/wp/article/24/11/1772/91796/Do-not-put-all-your-eggs-in-one-basket-social__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJNRdQ6lLY$> > > Brannstrom, C., W. Jepson, S. Beckner, G. Sneegas, and L. Seghezzo. 2022. > "Not a silver bullet: social perspectives on desalination and water reuse > in Texas." *Urban Water Journal 19*(10): 1025-1037. LINK > <https://urldefense.com/v3/__https://www.tandfonline.com/doi/full/10.1080/1573062X.2022.2134808__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJNcGvOzkA$> > > Sneegas, G. 2022. "Producing (extra) ordinary death on the farm: unruly > encounters and contaminated calves." *Social & Cultural Geography* *23*(1): > 63-82. LINK > <https://urldefense.com/v3/__https://www.tandfonline.com/doi/full/10.1080/14649365.2021.1901975__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJNtO6ti48$> > > > ------------------------------ > > To unsubscribe from the TEAMLEARNING-L list, please click here. > <https://urldefense.com/v3/__http://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJNxQ-20m4$> > > 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 here. > <https://urldefense.com/v3/__http://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJNxQ-20m4$> > > Further information about the UBC Mailing Lists service can be found on > the UBC IT website. > > > ------------------------------ > > To unsubscribe from the TEAMLEARNING-L list, please click here. > <https://urldefense.com/v3/__http://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJNxQ-20m4$> > > 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 here. > <https://urldefense.com/v3/__http://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJNxQ-20m4$> > > Further information about the UBC Mailing Lists service can be found on > the UBC IT website. > > > ------------------------------ > > To unsubscribe from the TEAMLEARNING-L list, please click here. > <https://urldefense.com/v3/__http://lists.ubc.ca/scripts/wa.exe?SUBED1=TEAMLEARNING-L&A=1__;!!K-Hz7m0Vt54!kLSkV0R3i1yJNAuE9JbkuU15wHFhkEKT6st60X4ExlzhgfVoqaqTVldH7u54bJ2aSzxXIpkuY-3D5yxVEPJLDrJNxQ-20m4$> > > Further information about the UBC Mailing Lists service can be found on > the UBC IT website. > -- Gretchen Sneegas, Ph.D. (she/her/hers) Assistant Teaching Professor Geography Department University of Washington Email: [log in to unmask] Personal Website <https://gretchensneegas.com/> ######################################################################## To unsubscribe from the TEAMLEARNING-L list, please click the following link: http://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.