Innovative Teaching Methods
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Abstract
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.
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@article{Erebholo2026Implementation,
title = {Implementation of SCALE-UP in First-Year Chemistry at an HBCU},
author = {Francis Erebholo and Graham Chakafana and Cori Holder and Insu Frank Hahn and Edmund Moses Ndip and Peter N. Njoki and Dawayne Whittington and Oluwatoyin A. Asojo},
journal = {Journal of Higher Education Theory and Practice},
year = {2026},
doi = {10.33423/46rmbb85},
url = {https://doi.org/10.33423/46rmbb85}
}FAQ
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