Physics instructors' perspective on the use of team-based learning (TBL) in physics courses*

At least seven (7) physics faculty members at the University of Texas-Rio Grande Valley (UTRGV) have been pilot-testing the use of team-based learning (TBL) in their physics courses Faculty interviews were conducted to generate feedback regarding the use of TBL. Interview participants were recruited using a convenience sampling approach in which an invitation email was sent to the faculty members who have implemented TBL, of whom five agreed to participate in an interview. The five interview participants included three Full Professors and two Lecturers. Participants reported positive impacts from implementing TBL, with themes that included gaining a better sense of their students' abilities and an enhanced instructional perspective with more focus on helping students work as a team. Participants also reported positive impacts for their students, including course enjoyment; increased learning and engagement; being more open to asking questions; and improved attitudes about learning physics. In this presentation, we will document other issues associated with the implementation of TBL including the challenges faced by instructors, suggestions for instructors wanting to adopt the approach, and how TBL can be leveraged for promoting culturally responsive teaching.