The Entrepreneurship for the Public Good Program at Berea College blends an understanding of how modest economic projects encourage entrepreneurial development in particular areas by thinking in terms of how to tailor resources to meet particular problems and what constitutes acceptable solutions. For ten years EPG has deployed TBL as an innovative teaching strategy applying entrepreneurial concepts to develop undergraduate entrepreneurial mindsets, using design thinking, evaluating and acting upon opportunities, applying the business model canvas and creating forecasted revenue streams aimed to enhance student engagement and improve teamwork. This case study examines the use of TBL in an undergraduate intense summer session for interdisciplinary students at a liberal arts college. The results indicate that TBL has a positive influence on student engagement and an appreciation and understanding of entrepreneurial competence. TBL offers opportunities to alter mindsets, assist learning, and practice entrepreneurial behaviors. The study concludes that TBL is an effective teaching process enabling educators to offer students enhanced and stimulating learning experiences. The case study contributes to the entrepreneurial and management education literature by assessing the first-time TBL experience of students. Key issues addressed are student mindsets, student engagement, opportunities for learning, and the benefits of teamwork in preparing students in community-based learning. This presentation was for the Academy of Business Research from October 24-26, 2018 in San Antonio, Texas.

1. Increasing Entrepreneurial Competence via
Team-Based Learning: Insights from the
Entrepreneurship for the Public Good
Program
Peter H. Hackbert, Berea College
Academy of Business Research
October 24-26, 2018
San Antonio, Texas

2. TBL Effectiveness Literature Review
• Constructivist learning theory
• Maturing as a method in higher education content
• Considering knowledge acquisition, TBL on average is superior to
lecture-based methods
• Increases the performance of weaker students in a class
• Increases team skills, problem solving and critical thinking
• Student satisfaction is mixed
• High proportion of TBL articles do not conform to 7 core elements
Source: Kibble, J.D., Bellew, C., Asmar, A., and L. Barkle,”Team-based Learning in Large Enrollment Classes,” Advances
in Physiological Education, American Physiological Society Conference, 2018

3. TBL Effectiveness Literature Review
• Constructivist learning theory
• Maturing as a method in higher education content
• Considering knowledge acquisition, TBL on average is superior to
lecture-based methods
• Increases the performance of weaker students in a class
• Increases team skills, problem solving and critical thinking
• Student satisfaction is mixed
• High proportion of TBL articles do not conform to 7 core elements
Source: Kibble, J.D., Bellew, C., Asmar, A., and L. Barkle,”Team-based Learning in Large Enrollment Classes,” Advances
in Physiological Education, American Physiological Society Conference, 2018

4. Team-based Learning Sequence

5. Research Question:
Does the first-year EPG program EE course
meet the 7 core TBL elements?

6. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

7. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

8. 3 Principles in TBL team formation
1. Never use student selected team
2. Create diverse teams
3. Make the selection process transparent

9. Kolb Learning Style, Entrepreneurial
StrenthsFinder
Gender
Major
Hometown
Academic year
Kolb Learning Style Inventory Entrepreneurial StrengthsFinder

10. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

11. Figure 2 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

13. TBL Readiness Assurance Test
iRAT tRAT TEAM APPEAL
Faculty
Clarification
• Students report to
assigned locations
• Case with 3-5
multiple choice
questions
• Duration 10 Minutes
• From memory
• Easy Marking: Online,
scratch-off
• Correct answer
revealed
• Instant feedback
• Case with 3-5 multiple
choice questions
• Duration 15 Minutes
• From memory
• Allow one entry per
team
• Easy Marking: Online,
scratch-off
• Correct answer
revealed
• Instant feedback to
team
• Teams invited to
appeal in writing
answers they got
incorrect, due to
ambiguity in
question or
ambiguity in
readings.
• Instructor can
provide small
clarifications on
troublesome topics
(using item analysis
of individual test to
guide this mini-
lecture)

14. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

15. Figure 3 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

16. EPG’s Small Rural Appalachian Community
Economic Development Model

17. Review of the Adventure Tourism Literature
Agritourism
Brown, D. O., & Swanson, J. R. (2014). Agritourism activity participation motivation in Kentucky. International Journal
of Hospitality and Event Management, 1(2), 135-146.
Trail riding
Hackbert, P. H., & Lin, X. (2009). Equestrian trail riding: An emerging economic contributor to the local rural
Appalachian economy. Journal of Business Case Studies, 5(6), 47-58.
Rock Climbing
Maples, J. N., Sharp, R. L., Clark, B. G., Gerlaugh, K., & Gillespie, B. (2017). Climbing out of Poverty: The Economic
Impact of Rock Climbing in and around Eastern Kentucky's Red River Gorge. Journal of Appalachian Studies, 23(1), 53-
71.
Trail Running
Maples, J. N., Bradley, M., & McSpirit, S. (2015). Economic impact study of Cloudsplitter 100 footrace event. Report
delivered to Susan Howell (event organizer), Elkhorn City, KY.[Available from authors].
Kayaking
McSpirit, S., Sharp, R. L., Bradley, M., Beavens, M., Phillips, M., Bogard, D., ... & Barton, S. (2014). Prospects and
potential for tourism/adventure tourism economy in Elkhorn City, KY: Challenges and opportunities. Report delivered
to the Elkhorn City Heritage Council and Breaks Interstate Park, Elkhorn City, KY.[Available from authors].

18. Appalachian Trail

19. from which states with varying trail lengths
provided six figures in sales, created new jobs, and
prompted overnight travelers to spend their
money. Trail system increase the patrons that
arrive by foot and cycle.
Central Appalachia Cycling Trail
Systems: A Review of the
Literature
1
2
3
4
5
6

21. Figure 4 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

22. PH - The TransAmerican Bike Route from
Yorktown VA to Astoria, Oregon,

23. USBR 76 Cyclists intercepted at Coffee shop

24. Touring cyclists provide insights and
instruction

25. PH - International cyclists visit EPG
Selfie with the European TransAmerican Cyclists .

26. Figure 5 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

27. PH - EPG students gain business insights from
small business entrepreneurs in Damascus
Most Significant Event
Entrepreneurship for the Public Good Program. Cohort 12. Guinevere Beirne “Personal Observations.”
Damascus, Va. May 2015.
Meeting home grown expanding and
returning Damascus Small Business Owners

28. Customer discovery with Virginia Creeper Trail
Bike Shuttle & Rental Owner

29. Figure 6 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

30. Small towns along the GAP
6 Trail Town Studies/Surveys 1998-2015
Estimated Trail Usage: 940,000 (2013)
Estimated Overall Direct Economic Impact: $50 Million (2012)
Average Day User Spends: $18 per day (2014)
Average Overnight Guest Spends: $124 per night (2014)
Sources: 2007-2008 The Great Allegheny Passage Economic Impact Study; 2012 Trail Town Business Survey Report for
The Progress Fund May, 2012; 2013 Analysis of Trail Usage Patterns along the Great Allegheny Passage, The Progress
Fund; 2013 User Survey and Economic Impact Analysis, Erie to Pittsburgh Trail (Between Titusville and Parker, PA. The
Progress Fund; 2016 Trail User Sample Survey Highlight Report Main Line Canal & Trans-Allegheny Trails Systems, The
Progress Fund

31. Small towns along the GAP
Business Activity Impact of the GAP, 2007-2015
137 new trail-related businesses opened in Trail Towns since
2007.
There net gain of 65 new businesses (72 business closings)
270+ net new jobs were created
25 businesses expanded operations; 15 changed hands
Estimated Sales Related to Trail Traffic: 2008: 25%, 2012: 30%,
2013: 34%, 2014: 40%
Sources: 2007-2008 The Great Allegheny Passage Economic Impact Study; 2012 Trail Town Business Survey Report for
The Progress Fund May, 2012; 2013 Analysis of Trail Usage Patterns along the Great Allegheny Passage, The Progress
Fund; 2013 User Survey and Economic Impact Analysis, Erie to Pittsburgh Trail (Between Titusville and Parker, PA. The
Progress Fund; 2016 Trail User Sample Survey Highlight Report Main Line Canal & Trans-Allegheny Trails Systems, The
Progress Fund

32. Figure 7 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

33. PH - Wilderness Road opened the Kentucky
frontier in the late 1700s

34. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

35. Structure Learning Activities – 4-S TBL Format
• Significant Problem – Application of concept with a problem
important in “real world” scenarios
• Specific Choice – Must make a choice and provide rational supporting
the decision
• Same Problem – Promote intra & inter team discussion
• Simultaneous Reporting – Differences in team conclusions are
discussed

36. Community Partners
2016 - 2018
10 Kentucky Cities and 5 Counties

38. PH - Daniel Boone Marker at
Boone Gap
DAR Marker at Boone Gap in southern Madison County

39. Figure 8 – TBL : The Sequence of Learning
Activities for Each Major Topic
Three Phases of Team Learning
Preparation Application (Practice with Feedback) Assessment
Reading Homework Homework Review
Group
Work
(simple)
Group
Work
(complex)
(Continue
pattern as
long as
desired)
Culminating
Team
Project or
Exam
R.A.P.
• iRAT
• tRAT
• Appeals
• Corrective
Instruction
Activities:
In-Class:
Out-of-Class:
Approximate Level of Content Understanding at Each Phase:
40% 50% 60% 70% 80% 90-100%

40. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

41. Grading Incentives – EPG Performance
Expectations
• Dealing with ambiguity – (20%)
• Accountability – (10%)
• Teamwork –(20%)
• Initiative / Action oriented – (10%)
• Respect - (10%)
• Learning on the fly – (20%)
• Job Specific – (10%)

42. 7 Core TBL Elements
• Team formation processes,
• Readiness assurance processes,
• Immediate feedback methods,
• In-class sequencing of learning activities,
• “4 S” applications,
• Grading incentives structures,
• Peer review processes.

43. History of
Daniel Boone
in the county
Service
Directory of
Tourism
Amenities

44. History of
Daniel Boone
in the county
Service
Directory of
Tourism
Amenities

45. Rural community
maps of
community assets
reviewed in 10
communities and 5
counties

46. What we accomplished
• Walkability Studies for five counties
• Digital driving route map with 51 points of interest along the way created
(internet required).
• PDF map for mobile devices.
• Local maps of Boone Trace through five counties
• Social media strategy (Facebook Page , and Flip Board) created.
• Supervised hike on National Trail Day of the American Hiking Society 2017.
• Secured Resolutions from both the Kentucky state Senate (SR 135) and House of
Representatives (HB 39).
• Secured resolutions from the 10 cities and 5 counties along Boone Trace to
support applications to both the state Bicycle-Pedestrian Program and Scenic
Byway Programs.
• USBR 21 Application to American Association of State Highway Transportation

47. Conclusion: Keys to team-based learning
Groups must be properly formed and managed
Instructor forms groups; by experience not grade
Students must be accountable for their individual and group work
Individual: Readiness assurance process
Group: Peer assessment
Assignments must promote both learning and team development:
Promote discussion, give and take.
Students must get timely and prompt feedback
Reward success: Somehow it must matter that team performs well

48. Next Steps: Focus on impacts indicators
• Level 1 - Current and on-going measure during the program (interest,
awareness)
• Level 2 – Pre-and post program measures (e.g. knowledge,
entrepreneurial intentions)
• Level 3 – Measures between 0 – 5 years post program (self-identity,
self-efficacy, employment in entrepreneurial startups and social
entrepreneurship enterprises, types of startups)
• Level 4 – 3 to 10 years post program ( employment, career shifts,
survival and growth of entrepreneurial startup and enterprises
• Level 5 – 10 year plus post program (e.g. contributions to society of
society and economy)
Source: Nabi, G., Linan, F., Fayolle, A., Krueger, N., and A. Walmsley, “The Impact of Entrepreneurship Education in Higher
Education: A Systemic Review and Research Agenda,” Academy of Management Learning and Education, 2017, (16)2: 277-299.

50. Peer Review Processes

51. Peer Review Processes

52. Peer Review Processes

55. Immediate Feedback Methods
Team tests begin immediately after the individual test.
Team tests are noisy and often chaotic events as students discuss and
negotiate their answers. Using a special kind of test sheet known as
an IF-AT sheet can significantly increase the amount of learning that
takes place during the team test.

56. Readiness Assurance Process
• Students complete an individual multiple-choice test (typically 20
questions for a 2 week module) on the readings.
• Following the individual test, the same test is retaken by the teams.
• Following the team test, the teams are invited to appeal in writing
answers they got incorrect, due to ambiguity in question or ambiguity
in readings.
• The instructor can provide small clarifications on troublesome topics
(using item analysis of individual test to guide this mini-lecture

57. Team formation processes,