More Engagement, Less Lecture: Flipping Your Introductory Sociology Course with Team-based Learning

• In Event: 2222 - Teaching and Learning Symposium Roundtable Session
  In Informal Discussion Roundtable: Table 08. Active Learning in the Sociology Classroom

Abstract

Introductory sociology courses often rely heavily on traditional lecture, despite research documenting the shortcomings of this teaching method. Instructors frequently lament students’ disengagement in the classroom, failure to complete assigned readings prior to class, and difficulty moving beyond memorization of terms to deeper critical thinking and application of concepts. Barriers to implementing more active learning techniques and peer interaction include large introductory class sizes and problems associated with group work. In team-based learning (TBL), students work in instructor-assigned teams of 5-7 students throughout the course of the semester, and course content is divided into a series of modules. Students complete readings and mini-lectures outside of class at the beginning of each module. To ensure that students are accountable for this work and that they have mastered foundational concepts and are ready to apply them, they take readiness assurance tests (RATs) both individually and as a team at the start of each module. Subsequent class time is then used for application activities, in which students work with their team on assignments designed to facilitate discussion and require application of concepts. In this presentation, we will provide examples of the structure and content of an introductory sociology course that was redesigned to utilize team-based learning. The session will include specific resources/examples for developing an introductory sociology course that utilizes TBL. It will also include discussion of the experience of the course from the perspective of both the instructor and a student, and preliminary results of an assessment of the TBL format. Participants will leave with an understanding of how TBL differs from traditional lecture and group work, and will receive resources to help them implement TBL in their own courses, including examples of course organization/content, readiness assurance tests, and in-class application activities.

Authors

• Jennifer Roebuck Bulanda, Miami University

• Shelby Frye