Appalachian College Association Increasing the Appreciation of the Appalachian Region via Team Based Learning

1. Increasing the Appreciation of
the Appalachian Region via
Team-Based Learning
Peter H Hackbert, Berea College
Appalachian College Association Annual Summit
September 27-29, 2018
Kingsport Tennessee

2. Agenda
TBL as a teaching strategy
Use of small groups in learning
TBL Sequence
Seven Core Elements
Keys to TBL

3. Introduction
Student engagement has been regarded as a determining factor
for promoting academic achievement (Astin, 1984; Fink, 2007;
Kuh, Cruce, Shoup, Kinzie, & Gonveya, 2008; Svanum & Bigatti,
2009).
Students who engage with course content to a greater degree
experience greater success (Astin, 1984).
As a result, fostering student engagement is a critical challenge
for instructors regardless of their disciplinary focus.

4. Figure 1 – TBL is a powerful and transformative
teaching strategy
Team-Based
Learning
Low Student
Motivation
Inconsistent Student
Preparation
Broadcast / Receive
Mode of Instruction
Little /No Class Time
for Application
Student haziness on
materials relevance to
world problems
High Student
Motivation
Check-in on Student
Preparation
Learner-Centered
Mode of Instruction
Increased Class Time
on Application
Course materials
relevance to world
problems are explicit

5. Figure 1 – TBL is a powerful and transformative
teaching strategy
Team-Based
Learning
Low Student
Motivation
Inconsistent Student
Preparation
Broadcast / Receive
Mode of Instruction
Little /No Class Time
for Application
Student haziness on
materials relevance to
world problems
High Student
Motivation
Check-in on Student
Preparation
Learner-Centered
Mode of Instruction
Increased Class Time
on Application
Course materials
relevance to world
problems are explicit

6. Use of small groups
• Cooperative learning:
• Groups as specific activity inserted into existing class; some type of project
• 4 members per group; assigned roles, paper or talk.
• Problem-based learning:
• Problem comes first; requires restructuring of course
• Mentors; multiple lengthy projects, either as papers or talks
• Team-based learning:
• Acquire needed information first then engage in learning tasks, make a decision!
• 5-7 per group, no roles, work during class time, frequent and prompt feedback.

7. Team-based Learning Sequence

8. Appalachian Community Economic
Development Model

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

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. 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.

12. 3 Principles in TBL team formation
1. Never use student selected team
2. Create diverse teams
3. Make the selection process transparent

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

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 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%

16. 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)

17. 5 key outcomes of the readiness assurance
process:
1. Effective and efficient content coverage;
2. Development of teams and teamwork skills;
3. Student learning value of considering input from
diverse sources;
4. Development of self-study and life-long learning
skills; and
5. Optimal use of class time.
Source : Parmalee DX, Michaelsen LK. Twelve tips for doing effective team-based learning. Med Teach.
2012;32(2):118–122

18. Content: Video, Film, Memoir, Guest Speakers

19. Making good team assignments
The best team-based RAT activity?
A. Make a list: List the misperception and stereotypes advanced by J.D.
Vance
B. Make a choice: Which values commonly ascribed to Appalachian do
you identify with? Religiosity, individualism, pride in self-reliance,
neighborliness, and hospitality, family, solidarity, a love of place,
modesty, a sense of beauty, a sense of humor, and patriotism. Why?
C. Make a specific choice: Compared Jackson, Kentucky and
Middleton, Ohio ? In what ways are they similar? And in what
ways are they different? How similar and different are they from your
hometown or county?

20. “Uneven Ground”
UK Professor of
History: Ronald Eller
www.google.com/images

21. …growing popularity of ecotourism and heritage
tourism…contained the potentialfor building
an alternative economy, one that promised greater
monetary returns for local residents, the preservation
of rural traditions, and the protection of sensitive
natural resources.
- Ronald D. Eller, Uneven Ground, The University of
Kentucky Press, 2008: 256.
3/28/2021 Peter H. Hackbert, Berea College 21

22. 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].

23. Appalachian Trail

24. Sheltowee Trace National Recreational
Trial from Tennessee to Kentucky

25. 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

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

28. 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.

29. 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%

30. 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%

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

32. USBR 76 Cyclists intercepted at Coffee shop

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

34. Touring cyclists provide insights and
instruction

35. 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%

36. 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

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

38. PH - How did we test these
assumptions?
Conversations with Kentucky Trail Town Small
Business Owners

39. Testing the economic model in Hindman KY
integrating arts, music, crafts and cycling
7/2/2015 My EPG experience Adriana Williams

40. 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%

41. Deep Dive into the Great Allegheny Passage

42. 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

43. 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

44. 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.

45. 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

46. 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%

47. PH - Kentucky Trail Town Program

50. KY Trail Town Certification December 11, 2015

51. 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%

52. Community Partner in 2016

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

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

57. What we accomplished

59. 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

60. 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.

61. 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%)

62. Summary
TBL is a powerful and transformative teaching strategy
Use of small groups: Comparing cooperative, learning,
PBL and TBL
TBL Sequence
Seven Core Elements
Keys to TBL

63. 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

65. Peer Review Processes

66. Peer Review Processes

67. Peer Review Processes

70. 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.

71. 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

72. Team formation processes,