We have implemented several research-based transformations in our introductory calculus-based physics course at CU Boulder. These include Peer Instruction with student response system in lecture, Tutorials with trained undergraduate learning assistants in recitations, and personalized computer assignments. In an effort to distinguish the effects of instructor, TA preparation, and particular research-based activities, we present extensive new measurements from six courses representing a spectrum of reforms. This study includes data from Physics I with and without Tutorials, and Physics II with Tutorials. We present multiple quantitative and qualitative measures of success, including validated pre/post content- and attitude-surveys and common exam questions. We investigate the hand-off of reforms between faculty implementing different suites of activities, and begin to assess elements and requirements for success with these transformations. We present evidence that combining research-based interactive engagement methods in lecture, Tutorials, and homework plays a significant positive role in conceptual and attitudinal development.


  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


NSDL,Active Learning,Education Foundations,Undergraduate (Lower Division),research-based transformations,Tutorials,Physics Education Research,Assessment,Graduate/Professional,General Physics,Student Characteristics,Conceptual Assessment,Curriculum Development,Higher Education,Peer Instruction,PERC 2005,oai:nsdl.org:2200/20090808195543983T,Affect,Electricity & Magnetism,Physics,Education Practices,Course,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education



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