* Students become active learners, Purposefully Constructing Understanding instead of memorizing facts and algorithms
* Changed the traditional physics Content Sequence to a spiral, thematic approach, with an emphasis on student model building
* Eliminated the traditional textbook in favor of Customized Learning Resources Using both Web Based Hypertext and Papyrus Based Materials
*Increased the use of Inquiry Style Laboratories And Group Problem Solving by moving to 5 hours per week of Discussion/Laboratory (DL)
* Lecture Reduced To 80 Minutes per week and focus shifted to providing scaffolding
* Student Assessment Aligned With Learning Objectives (rubric grading and re-evaluation of quizzes)
* Increased emphasis on Qualitative and Model Building Questions/Problems
* Role of TA Changed from monitor/question answerer to learning facilitator
* Unit credit and one-year duration
* Small number of faculty & large number of TAs involved in course
* Amount of instructional resources
* Use of traditional lab-rooms and large lecture hall
* Course accepted by other majors as satisfaction of requirement for a one-year physics course with lab
* Continued growth in use of MBL activities
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page created: 13-Aug-96