BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Team-Based Learning in the Social Sciences and Humanities

Group Work that Works to Generate Critical Thinking and Engagement

Paperback
January 2012
9781579226107
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  • Publisher
    Stylus Publishing
  • Published
    27th January 2012
  • ISBN 9781579226107
  • Language English
  • Pages 330 pp.
  • Size 7" x 10"
  • Images illus
$32.00
Hardback
January 2012
9781579226091
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  • Publisher
    Stylus Publishing
  • Published
    24th January 2012
  • ISBN 9781579226091
  • Language English
  • Pages 330 pp.
  • Size 7" x 10"
  • Images illus
$125.00
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March 2012
9781579226114
More details
  • Publisher
    Stylus Publishing
  • Published
    27th March 2012
  • ISBN 9781579226114
  • Language English
  • Pages 330 pp.
  • Size 7" x 10"
  • Images illus
$125.00
E-Book
March 2012
9781579226121
More details
  • Publisher
    Stylus Publishing
  • Published
    27th March 2012
  • ISBN 9781579226121
  • Language English
  • Pages 330 pp.
  • Size 7" x 10"
  • Images illus
$25.99

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.

"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

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 an
d 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

Michael Sweet

Michael Sweet is the Director of Instructional Development for the Center of Teaching and Learning (CTL) at the University of Texas, Austin. He holds a Ph.D. Educational Psychology from UT and a Master's degree in Group Communication from the University of California, Davis. Michael has been a college-level faculty developer since 1995, having worked at the University of Oregon and Portland Community College before joining UT Austin in 2004. Michael has published, edited and presented widely on group dynamics and collaborative learning and is currently President of the international Team-Based Learning Collaborative (TBLC).

Larry K. Michaelsen

Larry K. Michaelsen is Professor of Management at Central Missouri State University and is David Ross Boyd Professor Emeritus at the University of Oklahoma, a Carnegie Scholar, a Fulbright Senior Scholar, and former Editor of the Journal of Management Education. He is active in faculty and staff development activities and has conducted workshops on teaching effectively with small groups in a wide variety of university and, corporate settings. Dr. Michaelsen has also received numerous college, university, and national awards for his outstanding teaching and for his pioneering work in two areas. One is the development of Team-Based Learning, a comprehensive small-group based instructional process that is now being used in over 80 academic disciplines and on over 200 campuses in the US and in eight foreign countries. The other is an Integrative Business Experience (IBE) program that links student learning in three core courses to their experience in creating and operating an actual start-up business whose profits are used to fund a hands-on community service project.