A modified SCALE-UP approach that emphasizes active learning, guided inquiry, and student responsibility has been described as applied to an innovative and challenging sophomore course that integrates Dynamics and Statics. Details regarding implementation of this course are the focus of this paper. Challenges to achieving success in this new course have been many and demanding. These include (1) development of a dedicated textbook, (2) development of learning exercises to foster student comprehension, (3) reorganization of topical content including topic deletion and added emphasis on certain topics, (4) preparing faculty for change, (5) accommodating limited student maturity, and (6) dealing with widespread misgivings about the project. Some previously presented data are shown to indicate that the new approach and new course have been effective in terms of improved student performance on a required follow-on course, reduced time to completion and increased rate of completion, and slight improvements in concept comprehension.
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