Dear Andrew,
Course evaluations can go either way. Overall, I think they improve often then they go down. The most common reason for them to go down is too much emphasis on the RATs and too few really good applications.
The starting point for getting good ones is making sure that you proved a very clear explanation FROM STUDENTS’ PERSPECTIVE of:
why you are using TBL (dispensing facts won’t prepare them for ANYTHING except taking mid-term and final exams).
what they will need to do differently (prepare before class)
why preparing before class will pay-off for THEM including at least the following items:
-they won’t have to do group work outside of class
-unless they are unable or unwilling to express their point of view, less prepared group members can’t drag them down.
-they WILL develop team skills but it doesn’t happen when groups are given bad assignments (e.g. creating a lengthy document). That’s because they will spend very little time talking and a lot of time working on their own part of the assignment (i.e. divide-and-conquer).
-they WILL have the opportunity to practice using course concepts to solve the same kinds of problems they will face in the future (doesn’t happen if all they do in class is listening to you).
-they WILL get your guidance and input on their choices in relation to a variety of significant application problems (can’t happen with lectures).
how TBL with affect their grades. (Note: this often the biggest issue and you have a clear idea about what you are willing to do to assure that they will be treated fairly.)
how TBL will affect their board scores–when appropriate and including the following.
-TBL NEVER results in lower board scores and usually improves them–sometimes by as much as 50 percentile points.
-when they are preparing for the RATs they are also preparing for the boards and there will be MUCH less need for last-minute cramming.
-because they will be USING the concepts, they are much more likely to remember them BEYOND the boards.
One caution, however, is that YOU THEN HAVE TO DELIVER WITH RESPECT TO THE ADDED VALUE. In effect, you are making a deal with your students…”You study before class and I will make sure you have the opportunity to engage in activities that will help you understand WHY the material is important and HOW to use it to help you do a better job of what you will be doing in the future. “ That means that you MUST HAVE GOOD 4-S APPLICATION ASSIGNMENTS. That’s how you pay them for their extra effort. In fact, having really good applications is ultimately the difference maker. If students get to see WHY the material is important, everything pretty much falls into place for the vast majority.
Further, reinforcing the above points AT EVERY OPPORTUNITY ALONG THE WAY also pays big dividends. For example, after we’ve done a good application, I’ll frequently say something like, “I want you to think about what’s just happened here. If this had been a lecture course, you’d have been listening to me talk but, because you put in the effort to prepare for the RAT, you’ve had the opportunity to practice… and it’s a whole lot more enjoyable for both us. Thanks for doing your part. “
In addition, I strongly recommend creating opportunities for students to reflect on whir experience. For example, about a third of the way into a course I’ll often ask students to write downs an answer to the question, “What has been the single biggest difference between your experience in this class as compared to the majority of other classes you have taken. Then I have them talk in their teams and come up with a team answer and hand in their team answer on a 3/5 card so I can simultaneously display them on a document camera. I typically get things like:
-lots of teamwork
-we never know what’s going to happen
-much more emphasis on applications
-it’s more active (and/or more fun)
-we don’t have very many notes
Then I’ll say something like, “I want you to think about whether these things are good are bad” (most are universally accepted as good). When something is perceived as bad, I explore why. Doing so always enables me to understand students’ concerns so I can deal with them either at that point, which is usually the case, or in revising the course for the next term.
