EXAMINING EQUITY AND GRADUATION RATES AT TWO INSTITUTIONS USING A COURSE DEFICIT MODEL AND THE COLLABORATIVE LEARNING THROUGH ACTIVE SENSE-MAKING IN PHYSICS CURRICULUM

Examining equity and graduation rates at two institutions using a course deficit model and the collaborative learning through active sense-making in physics curriculum

We have previously described the reformed introductory physics course, collaborative learning through active sense-making in physics (CLASP), for bioscience students at a Lamp Fragrance large public research one university (Original University) and presented evidence that the course was more successful and more equitable than the course it replaced

read more