In the 1990s, the physics department at Colorado School of Mines (CSM) had a problem. Of the hundreds of students enrolled in calculus-based physics in a given term, as many as 40% of them either received failing grades or withdrew from the class to try again at a later date. Assessments such as the Force Concept Inventory, in which students are tested at the beginning and end of the class, showed in some cases no improvement in students’ conceptual grasp of Newton’s laws.

The concept of interactive engagement was taking hold during this time, and CSM decided to give it a try. Based on Studio Physics at Rensselaer Polytechnic Institute, the CSM Studio Physics concept began in 1997, with the first dedicated Studio opening in 2001.

“The idea is that any time people are trying to learn something, they learn by actually doing things,” said Patrick Kohl, a teaching professor in the Physics Department at CSM. “STEM [science, technology, engineering and math] classes tend to be someone standing at the board lecturing at students. Only after they’ve gone home do they actually try anything.”

Studio Physics labs are computer-equipped classrooms in which some or all of the students’ time is spent in collaborative learning. Computer-centered activities provide a curriculum whereby students can learn the concepts of physics by working through problems together rather than simply being lectured to by a professor. Professors and teaching assistants are on hand as consultants, tutors and coaches.

CSM uses Studio Physics for all of its freshman-level physics students and has recently opened up a second lab for upper-division students.

The teachers rely on an online course management system to administer the lessons. Students log into the server to get started. “Even if we’re just doing some calculus problems, that gets enhanced online,” he said. “We can do things that we wouldn’t be able to do with a worksheet.

“It takes a long time to code problems like that and test them out, but it’s one of those things you do iteratively over many years.”

Results have been positive, Kohl said. Both semesters of introductory physics have demonstrated much-improved test scores, retention and student satisfaction. The administration is so pleased with the outcome that it recently funded a Studio for the school’s biology students.

Other departments are showing interest as well, and the concept seems to be catching on. “It takes some initial investment to put together a curriculum that’s appropriate for the class, so interest doesn’t always turn into action,” Kohl said. “But it seems to be expanding more rapidly than it was before. People are starting to notice, including decision makers and check writers. That smooths out a lot of problems.”