I just won my grant application (just for a mini-internal grant offered through our university's "Innovative Technology Center", just enough to give myself and my undergraduate student travel funds) to support our study of our implementation of team-based learning. Yeah! Our findings thus far are based on expectations/attitudes surveys: Our students in a TBL environment see more "real world connection" at the end of our term (by ~10%). Usually, there is a DECLINE, see some University of Maryland College Park publications on their results from the MPEX, the Likart-scale Maryland Physics EXpectations survey). Our students overall attitudes still decline over a term, but our decline is low (about 5% shift to "novice" views), and mostly the shifts in views come about from large shifts in students' perceptions about the connection of math to physics... for a non-math-based course, these questions probably aren't appropriate. It could be that overall, students also just are sick of a course by the end of the term. I think however, that for a science-credit for non-science students or for an introductory course to possibly interest students in science careers, attitudes are important. But we are looking at learning outcomes as well: Next term, we will be using some standard surveys for this, but at the end of this term I will compare the students results on the final exam to the results from a previous lecture-based version (using the same final exam). I am, however, pleased at the results from my midterm exams (which are, by the way, fairly difficult... not definitions-based as many 101 classes might be!). I'm not seeing grades suffer, and their performance is slightly improved (but the tests are not identical so analysis perhaps isn't appropriate). Note, I do online "pre-class" quizzes over the reading (some applications-based questions are for-completion only and I use extensive feedback to all their responses as one alternative form of lecture). I do have a summary session at the end of every 1-2 chapters (typically every 3-5 class sessions... I've had a bit more recently just because activities are difficult with thermo- and fluids in a lecture hall with 100+ students, and there aren't great simulations out there yet for these topics). I'll post more about this when the term ends and when my undergrad analyzes all the data... and of course next term when I start getting results from standardized concepts surveys. Other anecdotal things: I know my students by name (probably also very important in a class with lower-level students), they ask me for interviews that they need for other classes and they ask me for recommendations. In a 101 course where the text states one of the main goals is to "reduce student fears" this is, in my opinion, good. Of course, I do want my students to demonstrate a foundation of basic science literacy by the end of the term also.