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This paper, presented at the 2001 Physics Education Research Conference, offers discussion about the factors that put students at risk of failure in introductory physics courses, and offers methods, that emphasize the social aspects of learning, for addressing these factors. The methods place special emphasis on the social aspects of learning then the authors share their experience in creating an effective program within the structure of a research university. The Extended Physics program at Rutgers University provides a successful alternative to the traditional introductory courses for students at risk of failure.
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