Implementing team based learning in a first year introduction to engineering course

Chao Wang, Jennifer Mott

Research output: Chapter in Book/Report/Conference proceedingConference contribution

8 Scopus citations


Optimizing student learning has been the goal of many active learning techniques. This paper will discuss in particular the experience, evaluation and lessons learned from implementing Team Based Learning (TBL) in a freshman introduction to engineering course. Unlike in a traditional lecture style class, students of a TBL class are held accountable for coming to class prepared. Instead of passively sitting in a classroom taking notes, students of a TBL class spend most of the lecture time actively engaging in team-based problem solving activities. The responsibility of learning shifts from instructor to students. Benefits of TBL include a more interactive and engaged classroom, student practice of problem solving, teamwork, and life-long learning skills. Assessment results showed that over 86% of students surveyed had favorable experience with TBL. In addition, similar positive experience was reported from students in different gender and race, in different academic levels and with different academic performances. These results show that TBL is a teaching pedagogy that can benefit a wide range of students.

Original languageEnglish (US)
Title of host publication122nd ASEE Annual Conference and Exposition: Making Value for Society
PublisherAmerican Society for Engineering Education
StatePublished - 2015
Event2015 122nd ASEE Annual Conference and Exposition - Seattle, United States
Duration: Jun 14 2015Jun 17 2015


Other2015 122nd ASEE Annual Conference and Exposition
Country/TerritoryUnited States

ASJC Scopus subject areas

  • Engineering(all)


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