July 7-9th, 2011, Galveston, TX.
Participants from the SFC's March workshop, Strategies for teaching large undergraduate science classes with team-based learning and CCRS, were invited to attend a second workshop which would build on the knowledge and skills gained from the previous event. The goal of this workshop was for participants to create practical Team Based Learning activites for use in their own classrooms. The format of the workshop was more interactive than previous workshops, and time was given for attendess to work on the actual writing and development of their own lesson plans with support provided by Team Based Learning Experts.
Michael Sweet is the Director of Instructional Development in the Center for Teaching and Learning at UT Austin. His academic and professional interests revolve around the relationship between the individual and the group—and the transformative potential for both when that relationship is structured and nourished. Michael earned his Master's degree in Group Communication from U.C. Davis and his Ph.D. in Educational Psychology from U.T. Austin. He has been in college level faculty development since 1995, has published and presented widely on Team-Based Learning and critical thinking, and is president of the international Team-Based Learning Collaborative. Instead of thinking about teachers and students, he far prefers to think about this teacher and these students.
Anne Braseby works in faculty development in the Center for Teaching and Learning at UT Austin. She has been a teacher her whole life: both inside and outside the classroom. She is particularly interested in active learning that motivates people (students and professors) to become life-long learners. She has a Bachelor of Education degree from Southampton University in England and a Master’s Degree in Curriculum and Instruction from the University of Colorado at Boulder. After teaching for twenty five years in various countries around the globe, Anne studied for her Ph.D. in Global and Sociocultural Studies at Florida International University in Miami, Florida, where she had extensive training as a teaching assistant. After graduating, she taught sociology and anthropology classes at Florida Atlantic University and Florida International University. She enjoys working collaboratively with other professors and has worked as a member in various team-teaching positions.
R. Joseph Rodriguez is an instructional developer for the Course Transformation Program in the Center for Teaching and Learning at UT Austin. He enjoys working with colleagues and is motivated by student learning and achievement and the art of teaching and learning. Joseph previously worked as an outcomes assessment and program evaluation specialist at UT. Prior to that, he was director of assessment and accreditation services in the College of Liberal Arts and Social Sciences at the University of Houston. He has taught English and Spanish language arts at various levels in public schools and at the university level. Joseph earned a Ph.D. (2001) from the University of Connecticut’s Neag School of Education, master’s (1999) in English from The University of Texas at Austin, and bachelor's (1997) in modern languages and literatures from Kenyon College. Currently, Joseph is working with faculty teams in redesigning large-enrollment courses to increase student learning and achievement in the sciences. He is drawn to the work of faculty to stimulate the curiosity of students for learning and their own passion in teaching across the disciplines.
Josh Walker is an instructional developer for the Course Transformation Program in the Center for Teaching and Learning at UT Austin. He received his Ph.D. (2011) in Educational Psychology, specializing in Learning, Cognition, and Instruction, as well as an M.A. (2008) specializing in Program Evaluation from UT Austin. Interested in how tests can enhance learning beyond just assessing it and how collaboration can enhance learning beyond just distributing it, his dissertation focused on team-based testing, which is a component of Team-Based Learning. With a background in Psychology and Religion (B.A., East Texas Baptist University, 2004), Josh is interested in how students’ identity, personal epistemology, and interpersonal relating (collectively referred to as self-authorship) interacts with learning and development in post-secondary education. In particular, these same factors have been shown to be relevant for science education. His experience in teaching and coordinating the course “Learning to Learn” at UT Austin, as well as working in Student Life at small liberal arts universities shapes his interest in how we, as educators, can help our students make the most of their critical college years as emerging adults.
Resources from the Workshop:
The Science Faculty Collaborative has collected the Team Based Learning modules (lessons) created by attendees of the workshop. View the lessons