Transitioning to a team-based learning principles course

References

• Ambrose, S. A. , M. W. Bridges , M. DiPietro , M. C. Lovett , and M. K. Norman . 2010. How learning works . 1st ed. San Francisco: Jossey-Bass.
   Google Scholar
• Angelo, T. A. , and K. P. Cross . 1993. Classroom assessment techniques. A handbook for college teachers . 2nd ed. San Francisco: Jossey-Bass.
   Google Scholar
• Avilova, T. , and C. Goldin . 2018. What can UWE do for economics? AEA Papers and Proceedings 108:186–90. doi: 10.1257/pandp.20181103.
   Google Scholar
• Barkley, E. E. , K. P. Cross , and C. H. Major . 2005. Collaborative learning techniques. A handbook for college faculty . 1st ed. San Francisco: Jossey-Bass.
   Google Scholar
• Bayer, A. , and C. E. Rouse . 2016. Diversity in the economics profession: A new attack on an old problem. Journal of Economic Perspectives 30 (4): 221–42. doi: 10.1257/jep.30.4.221.
   Web of Science ®Google Scholar
• Boyle, A. , and W. L. Goffe . 2018. Beyond the flipped class: The impact of research-based teaching methods in a macroeconomics principles class. AEA Papers and Proceedings 108:297–301. doi: 10.1257/pandp.20181052.
   Google Scholar
• Clerici-Arias, M. 2020. Underrepresented groups in the economics major. The impact of using team-based learning in the principles course. Paper presented at the 2020 Annual Meeting of the Allied Social Science Associations, San Diego, CA, January 4.
   Google Scholar
• Clerici-Arias, M. , A. Bhide , O. Pons-Benaiges , and C. Xue . 2018. Monopolies and innovation. Starting point: Teaching and learning economics. Last modified November 2, 2018. https://serc.carleton.edu/econ/tbl-econ/activities/207564.html (accessed May 30, 2020).
   Google Scholar
• Espey, M. 2018. Diversity, effort, and cooperation in team-based learning. Journal of Economic Education 49 (1): 8–21. doi: 10.1080/00220485.2017.1397571.
   Web of Science ®Google Scholar
• Felder, R. M. , and R. Brent . 1996. Navigating the bumpy road to student-centered instruction. College Teaching 44 (2): 43–47. doi: 10.1080/87567555.1996.9933425.
   Google Scholar
• Frank, R. 2007. The economic naturalist: In search of explanations for everyday enigmas . New York: Basic.
   Google Scholar
• Freeman, S. , S. L. Eddy , M. McDonough , M. K. Smith , N. Okoroafor , H. Jordt , and M. P. Wenderoth . 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America 111 (23): 8410–15. doi: 10.1073/pnas.1319030111.
   PubMed Web of Science ®Google Scholar
• Hettler, P. L. 2015. Student demographics and the impact of team-based learning. International Advances in Economic Research 21 (4): 413–22. doi: 10.1007/s11294-015-9539-7.
   Web of Science ®Google Scholar
• Imazeki, J. 2015. Getting students to do economics: An introduction to team-based learning. International Advances in Economic Research 21 (4): 399–412. doi: 10.1007/s11294-015-9541-0.
   Web of Science ®Google Scholar
• K. Patricia Cross Academy . 2019. Practical lessons for passionate professors. https://kpcrossacademy.org (accessed August 29, 2020).
   Google Scholar
• McNeil, J. , M. Borg , M. Kerrigan , S. Wallen , U. Richter , R. Berkson , R. McCarter , and S. Tweddell . 2019. Scaling up active collaborative learning for student success. Updated October 28, 2019. https://aclproject.org.uk/wp-content/wuploads/2019/07/NTU-ABSS-Final-Report-revised-Oct-2019.pdf (accessed May 30, 2020).
   Google Scholar
• Michaelsen, L. K. , A. Bauman Knight , and L. D. Fink , eds. 2004. Team-based learning: A transformative use of small groups in college teaching . 1st ed. Sterling, VA: Stylus Publishing.
   Google Scholar
• Ruder, P. , M. Maier , and S. Simkins . 2021. Getting started with TBL: An introduction. Journal of Economic Education 52 (3): 220–30. doi: 10.1080/00220485.2021.1925190.
   Web of Science ®Google Scholar
• Salemi, M. K. 2009. Clickenomics: Using a classroom response system to increase student engagement in a large-enrollment principles of economics course. Journal of Economic Education 40 (4): 385–404. doi: 10.1080/00220480903237950.
   Web of Science ®Google Scholar
• Shadle, S. , A. Marker , and B. Earl . 2017. Faculty drivers and barriers: Laying the groundwork for undergraduate STEM education reform in academic departments. International Journal of STEM Education 4 (8): 1–13. doi: 10.1186/s40594-017-0062-7.
   Google Scholar
• Sibley, J. , P. Ostafichuk , B. Roberson , B. Franchini , and K. A. Kubitz . 2014. Getting started with team-based learning . Sterling, VA: Stylus Publishing.
   Google Scholar
• Simkins, S. , and M. Maier . 2004. Using just-in-time teaching in the principles of economics course. Social Science Computer Review 22 (4): 444–56. doi: 10.1177/0894439304268643.
   Web of Science ®Google Scholar
• Simkins, S. , M. Maier , and P. Ruder . 2018. Team-based learning. Starting point: Teaching and learning economics. Last modified September 16, 2019. https://serc.carleton.edu/econ/tbl-econ/index.html (accessed May 30, 2020).
   Google Scholar
• Smith, G. 2008. First-day questions for the learner-centered classroom. The National Teaching & Learning Forum 17 (5): 1–4.
   Google Scholar
• Stanford University . n.d. Small group feedback session. Mid-term feedback. Stanford, CA: Stanford University, Evaluation & Research. https://evals.stanford.edu/mid-term-feedback/small-group-feedback-class (accessed May 30, 2020).
   Google Scholar
• Tharayil, S. , M. Borrego , M. Prince , K. A. Nguyen , P. C. J. Finelli , and C. Waters . 2018. Strategies to mitigate student resistance to active learning. International Journal of STEM Education 5 (7): 1–16. doi: 10.1186/s40594-018-0102-y.
   PubMedGoogle Scholar
• Wieman, C. E. 2014. Large-scale comparison of science teaching methods sends clear message. Proceedings of the National Academy of Sciences of the United States of America 111 (23): 8319–20. doi: 10.1073/pnas.1407304111.
   PubMed Web of Science ®Google Scholar
• Wieman, C. E. , G. W. Rieger , and C. E. Heiner . 2014. Physics exams that promote collaborative learning. The Physics Teacher 52 (1): 51–53. doi: 10.1119/1.4849159.
   Web of Science ®Google Scholar