Team-Based Learning is a structured active learning pedagogy with strong empirical backing and is seeing increased use in economics instruction. This paper describes and assesses the implementation of TBL in general education economics courses that are centered around writing and discussion. We hypothesize that the structure of TBL will improve student preparation, engagement, critical thinking and writing performance. The study includes nine courses with three instructors at a small liberal arts college; each instructor taught the same course three times, twice with TBL. Results indicate that TBL has an equalizing impact; students with lower SAT scores see more positive impacts from the pedagogy. Additionally, first year students may be negatively impacted by using this flipped classroom method, but students in subsequent courses who have previously used TBL see substantial positive effects. Overall, TBL used throughout a major program could have benefits in both equity and performance.

基于团队的学习是一种结构化的主动学习教学法，具有强大的经验支持，并且在经济学教学中的使用日益广泛。本文描述和评估以写作和讨论为中心的通识教育经济学课程中TBL的实施。我们假设TBL的结构将改善学生的准备，参与，批判性思维和写作表现。该研究包括一所小型文理学院的三名讲师提供的九门课程；每位讲师教授同一门课程3次，两次使用TBL。结果表明，TBL具有均等的影响；SAT分数较低的学生会从教学法中看到更多积极的影响。此外，使用这种翻转课堂方法，一年级学生可能会受到负面影响，但是以前使用过TBL的后续课程的学生会看到明显的积极效果。总体而言，整个重大计划中使用的TBL可能在公平性和绩效方面都有好处。