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Team-Based Learning in a Large Introductory U.S. Government Class

This article describes and evaluates an implementation of team-based learning (TBL) in a large (180 student) section of a U.S. government course. The author argues that TBL presents an opportunity for instructors of large classes to increase student engagement with the course content as well as student interaction with the instructor and with each other. An assessment of these claims is presented, based on open-ended responses to Student Evaluations of Instruction and a student attitude survey.