NCCRESt

part of the Education Reform Networks

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Undergraduate Students

• A Community Approach to Learning Calculus: Fostering Success for Underrepresented Ethnic Minorities in an Emerging Scholars Program
  The Wisconsin Emerging Scholars Program (WESP) is a nonremedial, multicultural workshop approach to learning calculus that emphasizes community and collaboration. This approach is designed to foster substantial participation of underrepresented ethnic minority students and alleviate the problems of isolation and lack of support in a large, predominantly white university.
• Comparison of the Perceptions of Classroom Participation among Asian and Non-Asian Design Students
  Compared and contrasted the perceptions and expectations of instructors and Asian students studying design and compared the perceptions of Asian and non-Asian students in 2 design classes with 22 undergraduates. Asian students had more passive attitudes toward class participation than did non-Asian students.
• Cultural Stereotypes and Preservice Education: Moving Beyond Our Biases
  Examines one teacher's attempt to bring positive changes in students' perceptions about people from cultures other than their own. Highlights an education course that helped students change their stereotyped perceptions of an Asian instructor and her culture and their superficial understanding of multicultural education.
• Teacher Education and Race Equality: A Focus on an Induction Course for Primary BEd Students
  Evaluated a two-week induction course focusing on antiracist and antisexist practices in education for all first-year primary undergraduate education (BEd) students. Evaluations from 120 education students indicate that the course was seen as a positive way of preparing them for the challenge of teaching in the inner city.
• The Experiences of Adult Undergraduate Students--What Shapes Their Learning?
  The Model of College Outcomes for Adults explains why adults might do as well as traditional students, despite limited participation and involvement in traditional residential learning experiences. The model's six components are prior experience and personal biographies; psychosocial and value orientation; adult cognition; life-world environment; college outcomes; and the connecting classroom.
• The Influence of Demographic Background, Ethnic Identity, and Attitudes toward Women on Empathic Thinking
  This paper describes a study on how, and to what degree, students' demographic information, ethnic identity, and attitudes about women contribute to their ability to be empathic. The report defines an empathic person as one who is interpersonally sensitive and aware of one's self and impact in relationship to others and is responsible for the improvement of self and society in general.