Active Learning and Introductory Physics Reformation Efforts at UNC Chapel Hill

Physics Education Research has provided extensive evidence that active engagement in the classroom and topics designed toward the specific student audience allow for better student performance on standardized assessments (such as the FCI) and sustained student interest and efficacy during the learning process. In this talk we will discuss the model of active engagement, the reformation efforts at UNC-Chapel Hill as we transitioned our introductory courses from a standard lecture/lab format over to a SCALE-UP design, and how we decided what topics to retain and what to change. We will also present data that supports the success of the course transition from both the students and educators perspective.