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.
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