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Abstract Title: Decreased failure rates across all ethnicities in UC Davis CLASP
Abstract: We examine overall student success in the reformed large introductory physics course for undergraduate bioscience students at UC Davis and find significant reductions in failure rates for all ethnicities as compared to the traditional lecture format of the same course. Using statistical analysis of tens of thousands of student course grades across six years, we find that the UC Davis Collaborative Learning through Active Sense-making in Physics (CLASP) style interactive engagement course is associated with decreased failure rates. In the traditional lecture format course, which the CLASP course replaced, failure rates vary widely between ethnicity groups. While the failure rates in the CLASP course are smaller for all ethnicities, other measures of student outcomes remained unchanged or improved(1).
(1)Reference DOI: 10.1119/1.4857435
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Mary Chessey
Physics Department, University of California, Davis
and Co-Presenter(s)
David Webb*, Wendell Potter*, *Physics Department, University of California, Davis

Contributed Poster

Contributed Poster: Download the Contributed Poster