Abstract
In order to more deeply engage students in understanding and applying concepts in a fashion history course, the traditional lecture-style course that relied primarily on unit exams for assessment was re-designed to use the Team-Based Learning (TBL) approach. Team-Based Learning is a decades-old teaching strategy that combines individual student work (primarily out-of-class) with heterogeneous student team assignments (all in-class). This study investigated the impact of TBL in the re-designed fashion history class on students' learning. Under the TBL model, students completed text readings, study guides, and two projects individually outside of class. Assignments completed regularly in class as teams included quizzes and activities that applied content prepared prior to class. Student response to the new strategy was largely positive, and findings suggested that TBL was an effective method for teaching this fashion history course. Implications of the new strategy and its applications are included.
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