This article describes the application of specific elements of team-based learning in an introductory social work course. The second author “inherited” the course when she arrived on campus as a newly hired assistant professor. Although the course was thoroughly developed and highly regarded by faculty and students, the second author felt a sense of disconnect among students, as well as between students and herself. In an effort to increase student engagement and active learning, facets of team-based learning were implemented in this introductory social work course beginning in the fall of 2011, with the first author using this teaching strategy since the fall of 2012. This article includes a brief literature review specific to team-based learning, a description of components of this teaching strategy employed in the course, instructors’ observations, and student commentary regarding team-based learning in this course. Finally, the article concludes with implications for baccalaureate social work education.

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