Initiating the Transition to Studio Physics in a Large Public University: A Case Study

The University of Connecticut is currently in the initial stages of an extensive reform to several of its introductory physics courses seeking to shift away from the traditional framework of isolated lectures and laboratory sessions in favor of a studio-based instructional model blending lectures, problem-solving tutorial sessions and hands-on experimental activities. When completed, we expect this large-scale pedagogical reform spanning a total of 3 introductory sequences and 6 courses to impact approximately 2,000 students each year. In this work we discuss details of our current pilot program preparing us to make the transition to studio-based instruction in our larger introductory courses, as well as some of the challenges we face. We also present preliminary data on student learning comparing normalized gains on concept inventory assessments administered in our pilot courses to similar data collected in previous implementations of these courses taught in a traditional format.