Holly Bender, DVM, PhD, Diplomate ACVP: I have been an active member of the TBLC community for many years and have been honored to be personally mentored by Larry Michaelsen in TBL since 2003. I am currently a coauthor and editor, alongside Larry Michaelsen and Michele Clark, for the forthcoming Team-Based Learning: A Transformative Use of Small Groups in Teaching (2nd Edition).

I have taught veterinary students, graduate students, and postdoctoral scholars using TBL since 2003 and now serve as a faculty developer at the University of Arizona College of Veterinary Medicine, where TBL is used throughout the curriculum. I also mentor UA CVM faculty in educational research and scholarly teaching.

Prior to this role, I spent ten years as Associate Director of Iowa State University’s teaching center and Director of ISU’s Preparing Future Faculty Program. During that time, I led a TBL Faculty Learning Community that grew to more than 250 members, supporting instructors across disciplines in adopting and refining TBL.

Patricia Beyers Pelzel is an Instructional Designer III at the University of Arizona College of Veterinary Medicine, where she supports faculty in implementing a fully Team-Based Learning curriculum. She is a coauthor of the forthcoming second edition of Team-Based Learning: A Transformative Use of Small Groups in Teaching.

Patricia is an instructional designer and educator focused on creating student-centered, active learning experiences. She earned a Master of Arts in Instructional Design from Alverno College in Milwaukee, Wisconsin, and holds certifications in early childhood and special education. Over the past 12 years, she has worked in higher education as both a faculty member and instructional designer, partnering with instructors to design, implement, and refine evidence-based teaching practices.

Michele Clark has lead research focused on clinical practice, caregiver burden and depression, improving health behavior for the diabetic client, and evaluating the team-based learning teaching strategy. Specifically, Clark has been involved in instrument development, model testing and intervention development related to caregiver burden and depression. Her recent research focus has three areas of concentration: a) testing Aaron Beck’s Diathesis-Stress model to determine the psychological precursors (sociotropy and autonomy) to depression, and b) identifying endocrine and immune correlates of the psychological precursors to determine whether these physiologic indices help explain the relationship between sociotropy and autonomy and caregiver depression and c) evaluating the efficacy of team based learning teaching strategy in Improving students’ application of newly learned content in solving complex clinical problems.

Presently, Clark has submitted proposals requesting support for instrument development to measure dysfunctional thinking patterns specific to caregivers maintaining a dependent elder in the community. Identifying dysfunctional thinking patterns is important because they initiate a coping style that can place the caregiver at risk for depression. Clark’s long-term goal is to understand the psychological and physiological mechanisms that place caregivers at risk for depression and develop appropriate preventative interventions to facilitate caregivers’ mental and physical health. Understanding these mechanisms and provided intervention will enable caregivers to continue maintaining their dependent elder in the community. Clark has reviewed manuscripts for journals, including Journal of Nursing Education, Journal of Family Nursing, International Journal of Nursing Education Scholarship, Family & Community Health Journal, Sultan Qabos University Medical Journal, Biological Research for Nursing, Journal of Social Intervention: Theory and Practice and an abstract reviewer for the American Public Health Association (APHA) annual meeting 2006. Additionally, she serves on the Board of the Alzheimer's Association Desert Southwest Chapter, Southern Nevada Region.

Epidemiologist and Assistant Professor of Foundational Sciences and Coordinator of Educational Engagement and Innovation at Western University of Health Sciences College of Veterinary Medicine, long-time faculty developer and educational researcher. Coauthor of AI, Technology, and Prework chapters in the forthcoming TBL 2nd Edition. Regular TBL workshop facilitator with extensive experience integrating instructional design, deliberate practice, and cognitive psychology into TBL course development.

Julie M. Estis, Ph.D., CCC-SLP is Executive Director of Academic Enhancement at the University of South Alabama, with faculty appointment as Associate Professor of Speech-Language Pathology and joint appointment in Medical Education. She applies principles of assessment, planning, implementation, and evaluation to South’s ad hoc and longstanding initiatives to improve student learning and academic success and supports ongoing SACSCOC accreditation and strategic planning efforts. Dr. Estis is enthusiastic about leading the University of South Alabama’s new LevelUP: Uniquely Prepared for What Comes Next Quality Enhancement Plan (QEP), a campus-wide initiative to uniquely prepare students for what comes next. Through metacognitive reflections, students will synthesize connections among learning opportunities inside and outside of the classroom as they look ahead and plan for their future. LevelUP provides enhanced opportunities for students to develop career readiness competencies that prepare them for life after their degree, as confident, ready, and capable members of the workforce or well-equipped graduate students.

Her role as Executive Director of Academic Enhancement is an extension of her previous role as Director of the TeamUSA Quality Enhancement Plan—a successful campus-wide accreditation initiative focused on using Team-Based Learning (TBL) at the University of South Alabama (USA) to improve student learning, critical thinking, communication, and collaboration. She provides innovative faculty development, useful resources and tools, and individual coaching to assure high-quality implementation of TBL and other evidence-based teaching practices. As a Team-Based Learning Collaborative Certified Trainer-Consultant, she is an experienced TBL facilitator, faculty mentor, and consultant, with work extending beyond USA to Universidad de las Hespérides- Gran Canaria, Universidad Francisco Marroquin- Guatemala and Madrid, University of Wyoming, West Chester University, among others. She presents and publishes research on the impact of TBL on student learning across a variety of disciplines and instructional modalities. As the immediate Past President, she is actively involved in the Team-Based Learning Collaborative international organization.

Dr. Brisa Hsieh received her DVM from Kansas State University in 2009. After a one-year small animal rotating internship at Veterinary Emergency and Referral Group in Brooklyn, NY, she completed a three-year small animal internal medicine residency at Gulf Coast Veterinary Specialists in Houston, TX. She became a Diplomate of the American College of Veterinary Internal Medicine. Dr. Hsieh brings 10 years of clinical experience and mentorship. Most recently, she practiced small animal internal medicine at Southern Arizona Veterinary Specialty and Emergency Center in Tucson, AZ. Her medical interests include endoscopy, immune-mediated disease, and endocrinology. Dr. Hsieh also has a strong interest in client communication. She appreciates the connection between humans and their pets and values the veterinarian's role in supporting this bond.

Creator and Founder of Team-Based Learning and lead author of Team-Based Learning: A Transformative Use of Small Groups in Teaching (1st and 2nd Editions). Internationally recognized scholar and plenary speaker whose work laid the foundation for modern TBL pedagogy and the TBLC. More than four decades of experience mentoring instructors, designing TBL workshops, and conducting faculty development globally.

Dr. Shaver is a veterinarian and board-certified small animal surgeon with a Master of Science in Health Professions Education. She is an Associate Professor of Practice at the University of Arizona and serves as Director of Veterinary Educational Scholarship in the Office of Educational Research and Development. Her teaching focuses on small animal surgery and clinical reasoning, where she uses team-based learning as a teaching method to support student success. Outside the university, Dr. Shaver remains active in non-profit clinical practice.