A large unused room in the basement of Ingersoll has been transformed into a glistening new SCALE UP classroom.
Two classes, a Physics 1 and a Calculus 1 (Math 3.3) are being taught as SCALE UP classes.
- SCALE-UP stands for “Student Centered Active Learning Environment for Undergraduate Programs”. The primary goal of the SCALE-UP Project is to establish a highly collaborative, hands-on, computer-rich, interactive learning environment for large, introductory college courses.
- SCALE-UP is taught in classes of up to 150, folding together lecture and lab in a way that provides an effective, economical alternative to traditional lecture-oriented instruction. SCALE-UP can turn a large classroom into an intimate instructional setting.
- Students gain a deeper understanding through hands-on activities. In the process, students practice team-building and communication skills that employers and accrediting agencies value.
- There is ample evidence from many STEM courses at dozens of institutions that students in SCALE-UP classes gain a better conceptual understanding than their peers in traditional lecture-based classes.
- SCALE-UP improves student learning outcomes. Non-passing grades and withdrawals decrease in some cases by as much as 50%, with a corresponding increase in pass rates.
- Students like SCALE-UP. They understand that the method leads to better learning; at schools where they have a choice, students almost always prefer SCALE-UP based classes compared to lecture courses.
For more information on SCALE UP please check out the following links: http://serc.carleton.edu/sp/pkal/scaleup/ and the SCALE-UP website at: http://scaleup.ncsu.edu/, and for the data and selected papers on the results of SCALE-UP teaching in Physics and Chemistry:
R. Beichner, The SCALE-UP Project: A Student-Centered Active Learning Environment for Undergraduate Programs, an invited white paper for the National Academy of Sciences, September 2008 at: http://www7.nationalacademies.org/bose/Beichner_CommissionedPaper.pdf
R. Beichner, J. Saul, D. Abbott, J. Morse, D. Deardorff, R. Allain, S. Bonham, M. Dancy, and J. Risley,Student-Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) project, in Research-Based Reform of University Physics, edited by E F Redish and P. J. Cooney, American Association of Physics Teachers, College Park, MD, 2007 downloadable from: http://www.per-central.org/document/ServeFile.cfm?ID=4517&DocID=183
M. Oliver-Hoyo, D. Allen, W. Hunt, J. Hutson, and A. Pitts, Effects of an active learning environment: Teaching innovations at a Research 1 institution, Journal of Chemical Education, 81(3), 2004 at: http://www.jce.divched.org/Journal/Issues/2004/Mar/PlusSub/V81N03/p441.pdf