Supporting Team-Based Learning Dr. Kathryn R. Ross, Indiana University Kokomo Team-Based Learning Conference 2007, Vancouver, Canada Copyright 2007 Kathryn R. Ross, all rights reserved TBL with a Faculty Learning Community

Overview What is a Faculty Learning Community (FLC)? The context of IU Kokomos setting Planning a Team-Based Learning (TBL) FLC Who, what, when, why and how? What IU Kokomo planned and lessons learned

Characteristics of FLCs Members 6-15 Diverse Voluntary Meeting Regularly Sustained Focus Cohort-based Issue-based Cox, 2004

Some FLC Qualities Work on complex problems Build community/support members Develop trust Operate by consensus Energize participants Cox, 2004

Principles for Teacher Professional Development Learner-centered Asking teachers where they need help Knowledge-centered Determining why, when, where and how to integrate activities with content Assessment-centered Giving opportunities to try in the classroom and receive feedback Community-centered Providing contact and support when implementing new teaching ideas National Research Council, 2002

Our Context: Indiana University Kokomo Commuter campus Bachelor and master degrees students August 2006 introduction of TBL on campus

Who Did We Invite and How? Teaching Center Faculty Invitation to TBL Workshop Invitation to Learning Community Sent responses of interest

Faculty Commitments Read the Team-Based Learning book Design and teach a course using TBL Attend all monthly meetings Agree to devote outside time to the effort Prepare a report, presentation, or panel Incentives: Team-Based Learning book $250 for professional development

When to Meet?

Whom Did We Invite and How? Teaching Center Faculty Expectation/Schedule Sent responses of commitment

Planning needs Structure Activities Assignments Rewards

Additional FLC Resource Support

Early Decisions What goal? Course design? Or design and implementation? What use of time? One meeting/month 8 meetings for 1.25 hours each Four course design and four implementation Homework What concepts and applications to target?

Session Interactive Activity: Decide what TBL Core Concepts to Target in a Faculty Learning Community

In groups, decide: 1) What is different about the TBL strategy? 2) Which core concepts would you target? Given: Participants had a TBL workshop Given: 4 course design sessions The trade-off: The more concepts you include, the less feedback members receive. 3) If time, what sequence?

IU Kokomos FLC Design Topics Orientation to Faculty Learning Communities Writing objectives/creating units/creating teams RAP and peer evaluations Added an optional RAT lab Team assignments

IU Kokomos Implementation Topics Descriptions of implementation experiences Chickering and Gamsons Seven Principles for Good Practice in Undergraduate EducationSeven Principles for Good Practice in Undergraduate Education Beginning common projects Student evaluation questionnaire Scholarship of Teaching and Learning Conference Ways to report back to faculty

Lessons Learned Beneficial to include writing objectives RATs make sense to faculty Creating 4-7 units often challenging Mixing TBL levels of experience worked Members transformed into a team working on broader teaching issues

Summary What is a Faculty Learning Community (FLC)? The context of IU Kokomos setting Planning a Team-Based Learning (TBL) FLC What IU Kokomo planned and lessons learned

A Time for Questions Contact information: Kathy Ross Indiana University Kokomo Web Resources FLC.shtml

References Seven Principles for Good Practice in Undergraduate Education Chickering and Gamson. (March 1987) AAHE Bulletin. asp Faculty Learning Communities Cox, M.D. Introduction to Faculty Learning Communities. New Directions for Teaching and Learning, no. 97. San Francisco: Jossey- Bass, National Research Council. (2002) How People Learn: Bridging Research and Practice. Committee on Developments in the Science of Learning. Washington, D.C.: National Academy Press (p.24).

Chickering and Gamsons Seven Principles for Good Practice in Undergraduate Education 1) ENCOURAGE student-faculty contacts. 2) ENCOURAGE cooperation among students. 3) ENCOURAGE active learning. 4) GIVE prompt feedback. 5) EMPHASIZE time on task. 6) COMMUNICATE high expectations. 7) RESPECT diverse talents and ways of learning. (March 1987) AAHE Bulletin