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Equity of success in CLASP courses at UC Davis
Physics Education Research Conference Proceedings (2017)
  • Cassandra A. Paul, San Jose State University
  • David J. Webb, University of California, Davis
  • Mary K. Chessey, University of California, Davis
  • Wendell H. Potter, University of California, Davis
Abstract
We have recently described the reformed introductory physics course, Collaborative Learning through Active Sense-Making in Physics (CLASP), for bioscience students at UC Davis and argued that the course was more successful than its predecessor (Physics 5) by several measures. Now we examine the effects of these courses for different student ethnic groups. We find that, compared to Physics 5, students of most ethnic backgrounds were more successful in CLASP. We also find that students from ethnic groups underrepresented in STEM who took the CLASP course were more likely to graduate as STEM majors. We discuss possible features of CLASP that might explain these results.
Publication Date
July, 2017
DOI
10.1119/perc.2017.pr.068
Publisher Statement
Published by the American Association of Physics Teachers under a Creative Commons Attribution 3.0 license.
Further distribution must maintain attribution to the article’s authors, title, proceedings citation, and DOI.

Presented at the Physics Education Research Conference 2017, Cincinnati, OH: July 26-27, 2017. This article can also be found online at this link.
Citation Information
Paul, C.A., Webb, D., Chessey, M., Potter, W., “Equity of success in CLASP courses at UC Davis” Physics Education Research Conference 2017, Part of the PER Conference series Cincinnati, OH: July 26-27, 2017, Pages 292-295; http://dx.doi.org/10.1119/perc.2017.pr.068
Creative Commons license
Creative Commons License
This work is licensed under a Creative Commons CC_BY International License.