  This paper describes our large reformed introductory physics course at UC
Davis, which bioscience students have been taking since 1996. The central
feature of this course is a focus on sense-making by the students during the
five hours per week discussion/labs in which the students take part in
activities emphasizing peer-peer discussions, argumentation, and presentations
of ideas. The course differs in many fundamental ways from traditionally taught
introductory physics courses. After discussing the unique features of CLASP and
its implementation at UC Davis, various student outcome measures are presented
showing increased performance by students who took the CLASP course compared to
students who took a traditionally taught introductory physics course. Measures
we use include upper-division GPAs, MCAT scores, FCI gains, and MPEX-II scores.
