Introduction to the SCALE-UP (Student-Centered Activities for Large Enrollment Undergraduate Programs) Project

Robert J. Beichner · Jeffery M. Saul

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Innovative Teaching Methods Problem and Project Based Learning Innovative Teaching and Learning Methods

Abstract

The SCALE-UP Project has established a highly collaborative, hands-on, computer-rich, interactive learning environment for large-enrollment courses. Class time is spent primarily on hands-on activities, simulations, and interesting questions as well as hypothesis-driven labs. Students sit in three groups of three students at round tables. Instructors circulate and work with teams and individuals, engaging them in Socratic-like dialogues. Rigorous evaluations of learning have been conducted in parallel with the curriculum development effort. Our findings can be summarized as follows: Ability to solve problems is improved, conceptual understanding is increased, attitudes are improved, failure rates are drastically reduced (especially for women and minorities), and performance in follow up physics and engineering classes is positively impacted

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1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses 1994What Matters in College? Four Critical Years Revisited.1992Force concept inventory 1991Cooperative learning : increasing college faculty instructional productivity 1992Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups 1992Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving 2001Surveying students’ conceptual knowledge of electricity and magnetism 1999Resource Letter: PER-1: Physics Education Research

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