Hello all. I stumbled across Team-Based Learning late this summer, and I've decided to integrate a condensed version into an American Lit. survey as something of a test run. While most class periods will remain the standard in-class discussion largely typical of English courses, one class period in each unit is dedicated to team-based learning. More specifically, the course is being taught as one of our designated critical thinking courses. Thus, the team-based sessions will tend to emphasize the CT content. Apart from using TBL more as a teaching technique than a full-blown teaching strategy, I'm staying as close as possible to the suggestions outlined in _Team-Based Learning_. As a newbie, however, I'm hoping some of you may be able to address the following questions: * Are there any accessible examples (RATs and/or Team Activities) related to humanities courses, or to literature courses more specifically? The most obviously humanities-related example in _Team-Based Learning_ (Nakaji) doesn't provide many specifics from which to work. * Have any of you utilized TBL in humanities courses--particularly literature classes? If so, how? * Have any of you utilized TBL in this more limited fashion (i.e., as a technique rather than a strategy)? Any suggestions regarding potential pitfalls, etc.? Thanks for any help you can offer. I'm excited to see how all of this unfolds. Sincerely, Greg Greg Dyer, Ph.D. Assistant Professor of English University of Sioux Falls [log in to unmask]