How would you like to teach
(or learn) in a classroom
like this one at MIT?

The purpose of this website is to share designs for state-of-the-art learning studios, teaching methods, and instructional materials that are based
on more than a decade of discipline-based education research.

For a quick introduction, visit our Frequently-Asked-Questions page, or take a look at this 5 minute video or view a some of these short video clips created by adopters:

Minnesota, McGill, Iowa, Virginia Tech, Old Dominion, Northern Michigan, Oklahoma, Windward High School

As a visitor to the site, you can view classroom designs and find contact information for scores of colleges and a growing number of high schools that are offering highly interactive, collaborative, guided-inquiry-based instruction.

Registered site members have access to many more details and classroom materials being developed and tested by faculty from around the world.


Visitors may click here to go to pages describing the work of many of the institutions adopting SCALE-UP.

Registered site members, click here to log in. (There is additional detailed information available only to those who have registered.)

Contact Robert J. Beichner for more information or to become a member. He will need to verify that you are a legitimate faculty member, so be sure to include a web link or other means of verification in your e-mail.

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STSS building

Left: The Science Teaching and Student Services Building at the University of Minnesota, the largest SCALE-UP installation in the world with 10 Active Learning Classrooms that can be divided into 20 SCALE-UP based spaces, holding anywhere from 27 to 126 students. One third of all Minnesota undergraduates took a class in one of the new rooms within a year of opening.
Some of the 250+ SCALE-UP sites in the US.  View Larger Map to see some of the other sites around the world.


The research underlying the SCALE-UP classroom design and pedagogy was supported, in part, by the U.S. Department of Education's Fund for the Improvement of Post-Secondary Education (FIPSE), the National Science Foundation, and Hewlett-Packard. The support of North Carolina State University is also gratefully acknowledged. Opinions expressed on this site are those of the authors and not necessarily those of our sponsors.

Materials on this site are ©2011 by the North Carolina State University PER&D Group and their original authors.