Lessons learned: A case study of an integrated way of teaching introductory physics to at-risk students at Rutgers University

In order to provide a physics instructional environment in which at-risk st udents (particularly women and minorities) can successfully learn and enjoy introductory physics, we have introduced Extended General Physics as an op tion for science, science teaching, and pre-health professions majors at Ru tgers University. We have taught the course for the last five years. In thi s new course, we have used many elements that have been proven to be succes sful in physics instruction. We have added a new component, the minilab, st ressing qualitative experiments performed by the students. By integrating a ll the elements, and structuring the time the students invest in the course , we have created a successful program for students-at-risk, indeed for all students. Our aim was not only to foster successful mastery of the traditi onal physics syllabus by the students, but to create a sense of community t hrough the cooperation of students with each other and their instructors. W e present a template for implementation of our program elsewhere. (C) 1999 American Association of Physics Teachers.