Hello John,
We have a 2020 publication that might be helpful to you (and others with similar goals). Though it uses the example of a sociology course, it addresses each of the broader questions you asked. I'm including the abstract below and a link to the article. Best of luck!
Jennifer
Bulanda, J. R., & Frye, S. (2020). Transforming Introductory Sociology with Team-Based Learning: Sufficient Value and Surmountable Challenge? Teaching Sociology, 48(4), 272–282. https://doi.org/10.1177/0092055X20947175
Abstract
Team-Based Learning (TBL) is a highly structured, immersive teaching strategy that emphasizes active learning through peer teams. Despite its many potential benefits for teaching introductory sociology, it has been slow to gain traction in the discipline. Instructors may debate whether the value of TBL is sufficient to justify its challenges, which may include student resistance, increased time demands, and difficulty envisioning implementation. We aim to resolve this debate in four ways by (1) familiarizing faculty with the TBL method, (2) examining the value of TBL for students and instructors, (3) discussing strategies for overcoming challenges, and (4) offering an example of how TBL can be implemented in an introductory sociology course. As the scholarship of teaching and learning continues to challenge faculty to implement forward-thinking teaching techniques that move beyond traditional lecture, we conclude that TBL offers a compelling framework for transforming the introductory sociology course.
Team-Based Learning (TBL) is a highly structured, immersive teaching strategy that emphasizes active learning through peer teams. Despite its many potential benefits for teaching introductory sociology, it has been slow to gain traction in the discipline. Instructors may debate whether the value of TBL is sufficient to justify its challenges, which may include student resistance, increased time demands, and difficulty envisioning implementation. We aim to resolve this debate in four ways by (1) familiarizing faculty with the TBL method, (2) examining the value of TBL for students and instructors, (3) discussing strategies for overcoming challenges, and (4) offering an example of how TBL can be implemented in an introductory sociology course. As the scholarship of teaching and learning continues to challenge faculty to implement forward-thinking teaching techniques that move beyond traditional lecture, we conclude that TBL offers a compelling framework for transforming the introductory sociology course.
