Examining the Factors Influencing Team Dynamics and Individual Performance in a Team-Based Learning Calculus Course

• In Event: The Interplay Between and Consequences of Classroom Climate and Student Identity in STEM Contexts

Abstract

As part of an effort to retain women and underrepresented minorities in the STEM pipeline, instructors at a large university implemented Team Based Learning (TBL) in some sections of introductory calculus. TBL is a distinct approach to cooperative learning that emphasizes individual accountability alongside team interdependency for learning. In this qualitative analysis, we explored the extent to which prior exposure to calculus content and students’ social identities were associated with their perceptions of their team dynamics and, ultimately, success in the course. We found significant variation in students’ perceptions of their experiences, with implications for researchers and instructors aiming to use cooperative learning to increase the equitable representation of individuals from marginalized backgrounds in science and math.

Authors

• Alyssa Emery, Iowa State University

• Amanda R. Baker, Massachusetts Institute of Technology

• Heather Bolles, Iowa State University