Supporting Marginalized Students in Team-Based Learning: What Can We Learn from Organizational Practice?

Keywords: team-based learning, diversity, equity

Abstract: Research suggests that students with historically marginalized identities may face unique challenges when participating in and navigating the social dynamics of team-based learning. While team-based learning is a great pedagogical tool for instructors, we should also give consideration to these specific needs of marginalized students in the design of our team-learning activities and team readiness support. In this roundtable session, we seek to explore these issues as well as potential solutions, specifically looking to organizational practice for guidance.