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Hi, Mathew.



We have many faculty using TBL in Philosophy, English, and some language courses.  It has worked well.  I think the big challenge for faculty when doing it is the creation of 4S exercises.  It really requires making explicit to yourself what is often tacit disciplinary knowledge.  You want to get clear on what thinking in your discipline looks like and create decisions and judgements that scaffold that process for your students.



I wrote a paper, " Teaching Philosophy with Team-Based Learning" that is largely an interpretation of much of the work of Michelsen and Sweet in articulating the TBL process: https://www.pdcnet.org//pdc/bvdb.nsf/purchase?openform&fp=aaptstudies&id=aaptstudies_2015_0999_9_21_5



Best,

Kimberly



Kimberly Van Orman, Ph. D.

Instructional Consultant

Institute for Teaching, Learning and Academic Leadership

University at Albany

LI-B69

Albany, NY 12222

518-442-3654





-----Original Message-----

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Matthew Beaufort

Sent: Wednesday, July 06, 2016 3:41 PM

To: [log in to unmask]

Subject: How to use TBL in humanities?



I am a professor of humanities who is teaching art history both introductory and advanced to small classes. Do you have suggestions or strategies on applying TBL to humanities classes? Thank you.



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