Hi,
I have the opposite problem – lots of women and few men. I used to try to spread them out, and would feel proud of myself for having one per team, then it dawned on me that some men don’t like to be the only one in a team of women any more than I would want to be one woman in a team of men if I could avoid it, so now I don’t obsess about gender distribution, and use other criteria to sort students.
Judi
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of OP McCubbins
Sent: Thursday, January 05, 2017 3:02 PM
To: [log in to unmask]
Subject: Re: gender balance in teams
Robin,
I taught Farm Management and Operations in TBL format while at Iowa State for 7 semesters. This course had a significant imbalance of men and women as well. Although The team formation procedure didn't specifically address this imbalance via the selected questions, the females were typically will distributed throughout teams. The teams worked extremely well across each iteration of these course.
OP McCubbins, Ph.D.
Assistant Professor | Tennessee Tech University
@opmccubbins<http://opmccubbins/>
[Tennessee Tech Logo]<https://www.tntech.edu/>
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Please excuse any grammatical issues and the brevity of this message. Sent from my iPhone
On Jan 5, 2017, at 13:20, Veldman, Robin G [PH RS] <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hi TBLers,
This spring I have a class with a significant imbalance between men and women – 9 women and 26 men have enrolled. Any thoughts on whether to spread the women out, bunch them together, or it doesn’t matter? My inclination would be to try to have at least two to a group, but I am curious about what has worked well in other classrooms.
Thanks for your thoughts.
Best,
Robin Veldman
—
Robin Globus Veldman, PhD
Assistant Professor of Religious Studies, Iowa State University
Senior Assistant Editor, Journal for the Study of Religion, Nature and Culture
Co-Editor, How the World’s Religions are Responding to Climate Change
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