Author(s):
Title: The implementation of Team-Based Learning (TBL) approach in a Hispanic-Serving InstitutionNeed: Despite the existence of numerous evidenced-based teaching techniques, physics faculty members (especially non-PER) have been hesitant in implementing such approaches. Presently, at the Department of Physics and Astronomy at the University of Texas-Rio Grande Valley (UTRGV), there is no unified approach to implementing active learning techniques in physics courses. This project aims to provide a synergistic approach to the implementation of Team-Based Learning (TBL) in the teaching of physics courses with the goal of improving the quality of learning among our physics students. The implementation of TBL is hoped to improve students’ knowledge retention and enhance development of the core competencies (such as critical thinking, empirical and quantitative skills, written and oral communication, teamwork skills). Guiding Question: The goals of this IUSE Track 1 (Engaged Student Learning) project are: (1) improve the quality of learning of physics students through a concerted effort in implementing Team-Based Learning (TBL); (2) investigate how TBL can be utilized for providing culturally responsive teaching environment; (3) study the issues associated with the implementation of TBL teaching approach by non-physics education research (non-PER) faculty; and (4) create a supportive mechanism for sustaining TBL implementation in various physics courses.Outcomes: At least 10 physics faculty members at UTRGV were provided professional development training on the elements of TBL. The series of workshops were implemented using the TBL approach where the faculty members were put in teams and were given readiness assurance tasks. They then worked as a team in completing application activities which include developing readiness assurance test items and application problems for selected topics in physics. Results show that the TBL workshops had significantly enhanced participants’ TBL-related knowledge and enthusiasm about implementing TBL in their courses. Learning through practice, being able to experience first-hand how to be in a TBL class, detailed explanations, and group work were reported by the participants as the most important aspects of their workshop experience.We also ascertained the perceptions of introductory physics students regarding the use of TBL. Overall, students showed a positive perception of the approach. At least 80% of the respondents perceived that TBL made the class more enjoyable, made students more engaged with the course materials, improved their learning and performance in the course; at least 75% perceived that TBL helped sustain their interest in the course, increased their motivation to learn and helped foster a sense of belonging and community. At least 87% of the students recommend the use of TBL in their other science courses. Overall, results of this study suggest that physics students are receptive to the team-based learning approach irrespective of the course type/format and gender.Broader Impacts: The project provides an effective mechanism in providing professional development to faculty. Results of our implementation of the team-based learning could inspire other faculty members not only in our institution but from other institutions especially those with limited resources in implementing such an approach. The TBL modules developed through this project can be easily adapted by other faculty members.
Coauthors
Ma. Aileen Corpuz, University of Texas-Rio Grande Valley; Natalia Guevara, University of Texas-Rio Grande Valley; Pamela Kelley, Kelley Analytics
