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Abstract Title: Transitioning Introductory Physics at UNC Chapel Hill
Abstract: At the University of North Carolina at Chapel Hill we have been teaching one reformed section of calculus-based introductory physics using the SCALE-UP (Student Centered Active Learning Environment for Upside-down Pedagogies) methodology since fall 2010. While the pilot study proved successful, we were unable to take the next step of "scaling up" to use this approach for all students. Beginning fall 2013 we adopted a Lecture/Studio methodology -- a hybrid of traditional and interactive engagement -- for all students. In this approach, students have one hour of lecture and two hours of studio twice per week. In this fashion we were able to offer large lecture sections for efficiency, but retain smaller, more intimate studios for hands-on, minds-on problem-solving and laboratory activities. How we got to where we are today, and the lessons learned along the way, will be discussed.
Abstract Type: Symposium Poster
Targeted Session: Reform expansion beyond a single classroom

Author/Organizer Information

Primary Contact: Alice Churukian
University of North Carolina at Chapel Hill