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In this paper we put forth a model for physics course reform that uniquelyuses proven, research-based active learning strategies to help students improvetheir physics knowledge and problem-solving skills. In this study, we comparedthe exam performance of students in two sections of the same introductoryphysics course. One section (the traditional section, N = 258) was taught by aninstructor who is highly regarded for his lectures, but did not use any activelearning teaching strategies. The other section (the reformed section, N = 217)was taught by an instructor who had never before taught a physics class but whowas trained in physics and astronomy education research and who did use activelearning teaching strategies. Students in the reformed section significantlyoutperformed students in the traditional section on common exam questions overthe course of the semester, regardless of whether the question was conceptualor quantitative. This reform effort has been successful at improving students'learning and significantly increasing the department's use of active learningstrategies at the introductory level and beyond.

Students taught by a first-time instructor using active learning  teaching strategies outperform students taught by a highly-regarded  traditional instructor