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2020 TBLC Steering Committee Slate
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TBLC Steering Committee
Candidates for 2020

The Nominating Committee is pleased to present its slate of candidates for this year's election to the TBLC Steering Committee. In accordance with our bylaws, these are being posted to our website in alphabetical order.

Although selection by the Nominating Committee is our formal system for identifying appropriate candidates, any TBLC member in good standing may petition to have their name added to this ballot by the mechanism described in our bylaws under Article VIII.

Members of TBLC are asked to review the candidates' qualifications listed below and to thoughtfully consider the course each would take to achieve our Goals as discussed in their Personal Statement. This page presents the qualifications and personal statement of each candidate only as submitted by the candidate. This is NOT the actual ballot.

This information will remain posted throughout the month of June, and on July 6th an electronic ballot will be activated. At that time, TBLC members in good standing will be invited to select one (1) nominee for Treasurer (2-year term) and one (1) nominee for Member-At-Large: Higher Education (3-year term).

The electronic ballot will be activated and voting instructions will be provided on July 6, 2020, and you may vote for your chosen candidate at that time.

 

Qualifications and Personal Statements

Treasurer:

Peter Clapp

Hugh Clements-Jewery

Member-at-Large: Higher Education:

Philip Carr

Stuart Clark

Liz Winter

 


 Peter Clapp
(Treasurer)
Regis University

 

Dr. Pete Clapp began his career as an educator in 2008 at Red Rocks Community College, teaching Biochemistry part-time to 1st-year Physician Assistant students. He was appointed as Pharmaceutical Science faculty in the Regis University School of Pharmacy (SOP) in 2010, became Department Chair in 2018, and was recently promoted to Professor this spring.  As Chair of the Department of Pharmaceutical Sciences, Dr. Clapp is responsible for managing an annual budget that includes lab research consumables, faculty professional development funds, affiliate payroll, and community outreach programming. During the development of the Regis SOP program, Dr. Clapp helped create formal TBL training processes and materials for incoming faculty members. He has additionally used these professional development materials to facilitate training workshops at the annual TBL Collaborative meeting (2011-2017), Metropolitan State University Teacher-Scholar Forum (2013), Florida A & M University College of Pharmacy (2013), and Regis College (2012). He is committed to serving the TBL educational community through membership in the TBL Collaborative and participated on the TBLC Program Committee (2013-2015). He served as co-chair of this committee in 2014.  While it has been many years since his last formal role on a TBLC committee, he longs to become more involved for the good of the Collaborative. As a member of the Regis SOP Executive Committee, Dr. Clapp has learned to negotiate his way through complicated differences of opinion and always sought to approach problems by looking for common ground.  He is a believer in consensus, diversity, abundance, and truth .

 


 Hugh Clements-Jewery
(Treasurer)
University of Illinois at Chicago

 

Witnessing the power of TBL revolutionized my teaching and understanding of effective instructional design. I gained my training and continuing professional development in TBL design and facilitation through the TBLC, and I am passionate about the role that the TBLC plays in providing opportunities for the professional growth of its members and in promoting the use of TBL across the globe. Fulfilling this mission of the TBLC requires a strong and healthy organization underpinned by a solid financial foundation. I see the role of the Treasurer to oversee the development of a financial plan that will enable the TBLC to achieve its aims and goals. As a member of the TBLC Finance committee, I have witnessed how the recent pandemic has exposed a financial fragility of the TBLC. As Treasurer, I will work hard to strengthen the Collaborative by seeking to diversify the sources of the TBLC's income and to ensure a sufficient financial cushion, should the annual meeting be canceled in future, to prevent significant disruption of the TBLC's endeavors. As Treasurer, I would be proud and excited to serve the TBLC so that, in turn, the Collaborative can be effective in serving you, the membership, and in achieving its strategy to promote the use of TBL across the world.

 


 Philip Carr
(Member-at-Large: Higher Education)
University of South Alabama

 

As an anthropologist who teaches a wide-range of courses, including Museum Studies and Native American Studies, as well as undergraduate General Education (100-level introductory courses) to graduate level courses, I find it rewarding and challenging to employ TBL in each.  I first used TBL in my upper level courses because of smaller class size and the great fit for upper-level students to engage with case studies as a team.  More recently, I have used TBL in moderately sized General Education courses and I am continuing to identify the particular opportunities and issues for incoming first year students in using TBL. Based on presenting at a national disciplinary meeting (Society for American Archaeology) on my use of TBL in upper-division archaeology courses, TBL has not made significant in-roads in this discipline.  I plan to publish my experiences with TBL in an anthropology/archaeology disciplinary journal to demonstrate its value and effectiveness.  Most recently, I have benefited from a collaborative project with a colleague who is teaching in a social science discipline at another institution and using TBL in her General Education courses.  This has demonstrated the tremendous value of sharing and discussing our practice.  I look forward to the opportunity to serve in this position (Member-At-Large: Higher Education) to continue to share my experiences, give back to the organization, and learn from my colleagues .

 

 


 Stuart Clark
(Member-at-Large: Higher Education)
University of New South Wales Sydney

 

I'm a Senior Lecturer at the University of New South Wales (UNSW) with a passion for innovative teaching, digital delivery of content and collaborative efforts to improve teaching. Before I started at UNSW in 2017, I did a careful study of the most effective teaching methods so that I could hit the ground running. TBL stood out to me as the best way to engage students and change the classroom experience from the one-to-many communication that I remembered at university to a community of learners facilitated by an inspiring lover of the topic.  One of my passions is discussing teaching with colleagues and being a part of a community of teachers. Meeting colleagues from the TBLC conference in Florida was instrumental in helping me apply TBL effectively and overcome a lot of the hurdles I faced in the first two years. As a result, my students’ experience surveys increased to be well above the faculty average and my classes had about 90% attendance.

I have been active in demonstrating TBL to other teachers, for example at the Course Design Institute in 2018 and in 2019, I ran a workshop for educators at UNSW on how to implement TBL in their courses (using a TBL methodology itself). As a result of these efforts, several colleagues have decided to convert their courses into TBL courses (including in the Science, Engineering and Medical Faculties) and I have been supporting this transition with my experience and technology, building a TBL community at my university. In late 2019, I ran an outreach project for science among high school teachers using the TBL methodology.

In a formal peer review of my teaching, I was evaluated as effective or higher in all six dimensions and in 2019, I was awarded the Vice-Chancellor's Excellence in Teaching Award in the Rising Star category. My ambition is to improve the geoscience offerings across the university and be an advocate of TBL as a best practice for teaching engaged students both online and in-class. I am passionate about supporting new teachers to overcome some of the hurdles of implementing TBL for the first time to reduce the barrier to entry. I want to build on the excellent resources made available by the TBLC by developing materials that support particular issues for early TBL adopters: for example, mapping TBL activities to assessments, how to design modules for TBL courses and using technology for online delivery of TBL, and am especially passionate about implementing TBL in engineering and science.  



 Liz Winter
(Member-at-Large: Higher Education)
University of Pittsburgh

 

After attending a workshop in 2011 led by Dean Parmelee in Pittsburgh, I decided to make the shift to Team-Based Learning. Over several semesters, I phased the various TBL elements into my social work courses, until I was delivering curricula using "full model" TBL. It was exhilarating, humbling, and also completely logical that learners would gain deeper learning from a process in which they were more actively engaged, than from traditional lectures interspersed with small group activities.  I now find it hard to imagine any subject area that would not benefit from the use of Team-Based Learning. My own education is rooted in the humanities, law, and social sciences. I completed my law degree at the University of Oxford and my masters and doctoral work in social work at the University of Pittsburgh, where I have been a faculty member since 2006.  My professional practice includes law, and later, social work. Since 2014, I have served on the Education Development Committee of the TBLC and have worked towards making TBL and TBL training materials more inclusive and accessible to learners from all disciplines and settings.  Recently, I have been fortunate to have the opportunity to support the translation and scaling up of TBL into workforce development in the United States, in a statewide training program for child welfare workers. As a TBL Consultant since 2015, I have delivered many TBL workshops to new practitioners, provided consultation across different disciplines, and been privileged to provide mentoring to other educators. My educational and professional experiences are well suited to the Higher Education Member-at-Large position on the Steering Committee of the TBLC.  I would welcome the opportunity to serve the TBLC in this role, represent the interests of a broad range of disciplines in higher education, and support the continued dissemination of TBL. 

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