An efficacy study on the calculus workshop model

Bonsangue, Martin V.

doi:10.1090/cbmath/004/06

Cited by 15 publications

(12 citation statements)

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“…A later evaluation of the method (Bonsangue, 1994), done on a largely Hispanic population of beginning science students at California Polytechnic State University, arrived at similar conclusions and added data on comparisons with white and Asian students not in the program. Again, minority students who volunteered for the program did far better in the first quarter of calculus, by close to a full grade, than nonprogram minority students with similar SAT scores and high school grades.…”

Section: G E N E R a L Discussionmentioning

confidence: 81%

The role of ethnicity in choosing and leaving science in highly selective institutions

Elliott

Strenta²,

Adair³

et al. 1996

Res High Educ

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Section: G E N E R a L Discussionmentioning

confidence: 81%

The role of ethnicity in choosing and leaving science in highly selective institutions

Elliott

Strenta²,

Adair³

et al. 1996

Res High Educ

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“…A similar program made up primarily of Latinos increased their persistence in SME majors to a rate nearly double that of their nonworkshop peers. For women, the success rate was even more dramatic-100 percent versus 52 percent completion rates for their nonworkshop peers (Bonsangue and Drew, 1992; and Chapter Three of this volume).…”

Section: Peer Culturementioning

confidence: 97%

Barriers to success in quantitative gatekeeper courses

Gainen

1995

New Drctns for Teach & Learn

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“…Capacity-building also contributes to student empowerment, via study methods and program leadership. Students are encouraged to participate regularly in study groups, a core method shown to be extremely helpful for mastering difficult science course material (e.g., Bonsangue & Drew, 1992). Older students share advice about professors with younger students, and share previous year exams as well.…”

Section: Group Empowerment For African American College Students: Thementioning

confidence: 99%

Making a Difference: The Social Ecology of Social Transformation

Matón

2000

American J of Comm Psychol

216

103

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A multidisciplinary and multilevel framework for social transformation is proposed, encompassing four foundational goals: capacity-building, group empowerment, relational community-building, and culture-challenge. Intervention approaches related to each goal are presented at the setting, geographic community, and societal levels. Four exemplars of social transformation work are then discussed: the Accelerated Schools Project, Meyerhoff Program, ManKind Project, and women's movement. These examples illustrate the synergistic relationship among the four transformational goals, within and across levels of analysis, which is at the heart of the social transformation process. The paper concludes with three challenges to guide our efforts as we enter the new century: (1) to move social transformation to the center of our consciousness as a field; (2) to articulate jointly with allied disciplines, organizations, and citizen groups an encompassing, multidisciplinary, and multilevel framework for social transformation; and (3) to do the above with heart, soul, and humility.

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An efficacy study on the calculus workshop model

Cited by 15 publications

References 0 publications

The role of ethnicity in choosing and leaving science in highly selective institutions

The role of ethnicity in choosing and leaving science in highly selective institutions

Barriers to success in quantitative gatekeeper courses

Making a Difference: The Social Ecology of Social Transformation

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