Implementation of SCALE-UP in First-Year Chemistry at an HBCU.

Q4 Social Sciences Journal of Higher Education, Theory, and Practice Pub Date : 2026-06-04 DOI:10.33423/46rmbb85

Francis Erebholo, Graham Chakafana, Cori Holder, Insu Frank Hahn, Edmund Moses Ndip, Peter N Njoki, Dawayne Whittington, Oluwatoyin A Asojo

{"title":"Implementation of SCALE-UP in First-Year Chemistry at an HBCU.","authors":"Francis Erebholo, Graham Chakafana, Cori Holder, Insu Frank Hahn, Edmund Moses Ndip, Peter N Njoki, Dawayne Whittington, Oluwatoyin A Asojo","doi":"10.33423/46rmbb85","DOIUrl":null,"url":null,"abstract":"<p><p>This study examines the implementation of the Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP) in the first-year Chemistry course sequence for STEM majors at Hampton University, an HBCU. STEM majors at Hampton University must earn a grade of C or higher in all courses; grades below this threshold are designated STEM-FAIL. In Fall 2021, Chemistry 201 students were divided into a control lecture section and two SCALE-UP sections, all of which had identical assessments. Results showed lower STEM-FAIL rates (24% and 25%) in SCALE-UP sections compared to the lecture section (28%). In Spring 2022, both Chemistry 202 sections used SCALE-UP, and despite their differing enrollment sizes, they had identical STEM-FAIL rates (29%). This study revealed that SCALE-UP can be implemented at Hampton University. Additionally, the supportive environment and class sizes of under 60 students may also enhance student success.</p>","PeriodicalId":16005,"journal":{"name":"Journal of Higher Education, Theory, and Practice","volume":"26 3","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2026-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13245717/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Higher Education, Theory, and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33423/46rmbb85","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

Abstract

This study examines the implementation of the Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP) in the first-year Chemistry course sequence for STEM majors at Hampton University, an HBCU. STEM majors at Hampton University must earn a grade of C or higher in all courses; grades below this threshold are designated STEM-FAIL. In Fall 2021, Chemistry 201 students were divided into a control lecture section and two SCALE-UP sections, all of which had identical assessments. Results showed lower STEM-FAIL rates (24% and 25%) in SCALE-UP sections compared to the lecture section (28%). In Spring 2022, both Chemistry 202 sections used SCALE-UP, and despite their differing enrollment sizes, they had identical STEM-FAIL rates (29%). This study revealed that SCALE-UP can be implemented at Hampton University. Additionally, the supportive environment and class sizes of under 60 students may also enhance student success.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

HBCU一年级化学课按比例放大的实施。

本研究考察了以学生为中心的主动学习环境与倒置教学法（SCALE-UP）在汉普顿大学STEM专业一年级化学课程中的实施情况。汉普顿大学的STEM专业学生所有课程的成绩必须达到C或更高；低于该阈值的成绩被指定为STEM-FAIL。在2021年秋季，化学201的学生被分为一个控制讲座部分和两个放大部分，所有这些都有相同的评估。结果显示，与讲座部分（28%）相比，SCALE-UP部分的stem不及格率（24%和25%）较低。在2022年春季，化学202的两个部分都采用了SCALE-UP，尽管他们的入学人数不同，但他们的stem不及格率相同（29%）。这项研究表明，SCALE-UP可以在汉普顿大学实施。此外，支持性的环境和60岁以下学生的班级规模也可能提高学生的成功。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Journal of Higher Education, Theory, and Practice Social Sciences-Education

自引率

0.00%

发文量

271