Many students are frustrated in classes where all too often, it is expected that they just listen to lectures and take notes only to regurgitate what they are told on exams. 

However, it is not just students who may not see the value of lectures.  Robert Beichner , a professor of physics, is the founder of the SCALE-UP: Student Centered Active Learning Environment with Upside-down Pedagogies . Beichner has devoted much of his recent life since his creation of the SCALE-UP program in 1997 to the overhauling of the lecture system.

“There has been a lot of research that shows that students learn better if they are actively involved with the content instead of just sitting and listening to a lecture,” Beichner said, “The problem is that it is very difficult to do that with large classes…so I decided to redesign the classroom space, with round tables and white boards around.”

Sitting in Beichner’s class, students may be asked to make measurements, do calculations, or run simulations. From searching for keywords on the internet to examining lenses, participating in Beichner’s classes is far from the typical lecture, and that is exactly what Beichner wants.

“Instead of content delivery in class, a lot of that happens out of class, and instead of working on hard homework problems outside of class, a lot of that’s done inside of class. Also, students become teachers—they teach each other,” Beichner said. 

No student will be able to get away from doing something hands-on.

“That frees me as the instructor to go around and work with the [groups of students], so instead of me presenting content all the time, students come in with the basics and they come and work on applications of [those topics],”  Beichner said.

Beichner’s method has proved to be successful so far. According to Beichner , students have enjoyed his classes. Students test well, and SCALE-UP classes have seen increases in attendance even though attendance is not required. The method is now studied and implemented at institutions like MIT where the entire electro-physics department is taught in a SCALE-UP method.

The University of Minnesota also has a building to house special SCALE-UP courses. SCALE-UP has even influenced universities abroad too, according to Beichner . The N.C . State College of Education is also working to change the lecture system in similar ways.

“The [concept] of the sage—that the students of old would come and sit at their feet as the sage would spout wisdom—we’ve really moved away from that,” Tara Hudson, a College of Education advisor, said, “What students need to learn now to get these future jobs is how to think for themselves, how to be critical consumers of information, how to find information and how to learn.”

Students are responding to these new teaching methods, especially those learning with Beichner’s SCALE-UP guidelines.

Andrew Keith, a freshman in chemistry and student in Beichner’s physics 205 course, originally wanted to drop the course when he realized it would not be taught in a lecture style.

“Originally, I actually wanted a just a lecture, because I thought it’d be easier for me,” Keith said.  ”But I like [this SCALE-UP teaching] because the group setup we have is actually quite nice. If I have to go back because I don’t understand something, it’s always nice to have five or six opinions on how to solve a problem. Also, you can use your group members during a quiz to help you.”

These teaching styles are becoming more common at the University, and there are plans to use the SCALE-UP program not only for chemistry and physics but also for biology and English courses.

“I think [the SCALE-UP method] is really good for active learners,” Megan McCann, a senior in chemical engineering, said. McCann took a SCALE-UP chemistry course in the past in addition to Physics 205. “I have trouble learning by just listening to people, so being active in the learning process makes it a lot easier for [the concepts] to stick with me.”

By completely revamping the lecture system, Beichner’s SCALE-UP has achieved a way to give students a more thought provoking in-class experience. A ccording to him, this style of teaching will give students an edge in finding jobs and doing well in the workplace.