Team-Based Learning (TBL) is a unique, powerful, and proven form of small-group learning that is being increasingly adopted in higher education. Teachers who use TBL report high levels of engagement, critical thinking, and retention among their students. TBL has been used successfully in both small and large classes, in computer-supported and online classes; and because it is group work that works, it has been implemented in nearly every discipline and in countries around the world.This book introduces the elements of TBL and how to apply them in the social sciences and humanities. It describes the four essential elements of TBL – readiness assurance, design of application exercises, permanent teams, peer evaluation – and pays particular attention to the specification of learning outcomes, which can be a unique challenge in these fields.The core of the book consists of examples of how TBL has been incorporated into the cultures of disciplines as varied as economics, education, literature, politics, psychology, and theatre. The authors explain why they felt a need to change how they taught and why they chose TBL. Furthermore, each chapter provides examples of the assignments and exercises they use to help their students achieve the specific learning outcomes of their courses.At a time of increasing course sizes, and emphasis on learning outcomes, TBL offers the means to meet such demands while connecting students to their coursework, and stimulating their intellectual engagement.
FOUNDATIONS 1. Critical Thinking and Engagement. Creating Cognitive Apprenticeships with Team-Based Learning Michael Sweet. University of Texas, Austin Larry K. Michaelsen. University of Central Missouri 2. Facilitating Application Activities Jim Sibley. University of British Columbia 3. Peer Feedback Processes and Individual Accountability in Team-Based Learning Derek R. Lane –University of Kentucky VOICES OF EXPERIENCE 4. Application Exercises. Challenges and Strategies in the Psychology Classroom Karla Kubitz. Towson University Robin Lightner. University of Cincinnati 5. Connecting Students to the Social World. Using Team-Based Learning in the Sociology Classroom Erica Hunter. University at Albany, State University of New York Bryan K. Robinson. The Sage Colleges 6. Team-Based Learning in Economics. A Pareto Improvement Molly Espey. Clemson University 7. Team-Based Learning in Social Science Research Methods Classes Sarah J. Mahler. Florida International University 8.Team-Based Learning for Critical Reading and Thinking in Literature and “Great Books” Courses Bill Roberson. University at Albany, State University of New York Christine Reimers - University at Albany, State University of New York 9. Team-Based Learning in the First-Year English Classroom Roxanne Harde. University of Alberta, Augustana Sandy Bugeja. University of Alberta, Augustana 10. American History Learned, Argued, and Agreed Upon. Team-Based Learning in a Large Lecture Class Penne Restad. University of Texas, Austin 11. Discerning the Elements of Culture. A Team-Based Learning Approach to Asian Religions and Cultures Joël Dubois. California State University, Sacramento 12. Applying TBL with Mexican-American Students in the Social Science Classroom Kristin L. Croyle. University of Texas, Pan American Edna Alfaro. University of Texas, Pan American 13. Using Team-Based Learning to Meet the APA Recommendations for Undergraduate Psychology Education Herb Coleman. Austin Community College 14. Putting Teams in “Interdisciplinary Technology and Society”. TBL in Interdisciplinary Courses Sunay Palsole. University of Texas, El Paso 15. Using Technology to Support Team-Based Learning Karen Milligan. Carson Newman College 16. Perspectives on Using Team-Based Learning to Teach Introductory U.S. Government Courses Jessica L. Lavariega Monforti. University of Texas, Pan American Adam J. McGlynn. East Stroudsburg University Melissa R. Michelson. Menlo College 17. Theatre is a Collaborative Art. Using Team-Based Learning in Arts General Education Ronnie Chamberlain. University of Central Missouri 18. I Don’t Dare Teach with Inquiry Based Teaching Methods when I have State Testing Breathing Down my Neck! Scott Kubista-Hovis
"It is always a pleasure to read and review a book that resonates with one's own professional 'touchstones' and this work did not disappoint. The mantra, 'it is essential we provide the lifelong learning and work skills to prepare learners to be effective in collaborative group work contexts they will undoubtedly find themselves [in].' can elicit collective bobbing nods of agreement from almost any audience of educators. Combine this imperative with the timeless need to explicitly integrate critical thinking and learner engagement into our curricula and you will, undoubtedly, rouse even the most somnolent to rise to their feet, applauding. This book, edited by Michael Sweet and Larry Michaelsen succeeds in elegantly dovetailing these elements and in the process 'gets our attention' with its emphasis on practical applications—moving theory into practice."
Canadian Journal of University Continuing Education
"Writings on practical aspects of a small-group approach to learning that can be used in both small and large classes, as well as in online education."
The Chronicle of Higher Ed