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Bibliography:

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The effects of Calculus Workshop groups on minority achievement and persistence in mathematics, science, and engineering.
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Bonsangue, Martin Verne (1993).
Long-term effects of the Calculus Workshop Model.
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Conciatore, Jacqueline (1990).
From Flunking to Mastering Calculus: Treisman's Retention Model Proves to be "Too Good" on Some Campuses.
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Egar, J., Woody Silliman, & Bushan Wadwha (1994, March).
Enrichment programs in calculus at a commuter school.
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Gillman, Leonard (1990).
Teaching Programs that Work.
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Kline, Bradford (1994).
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National Science Foundation [NSF], Washington, DC (1991, May).
Developiong minority mathematicians and scientists: Effective models of faculty and departmental action.
Alexandria, VA: Walcoff \& Associates, Inc., 635 Slaters Lane, Suite 102.
Draft Conference Report (June 6, 1991).

Olson, Judith K. & Melfried Olson (1991).
Including the unincluded in mathematics.
In J. Q. Adams, James F. Niss, & Cynthia Suarez (Eds.), Multicultural education: Strategies for implementation in colleges and universities, (pp. 41-45).
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Treisman, Phillip Michael (Uri) (1985).
A study of the mathematics performance of black students at the University of California, Berkeley.
Unpublished doctoral dissertation, University of California, Berkeley.

Treisman, Uri (1992).
Studying students studying calculus: A look at the lives of minority mathematics students in college.
College Mathematics Journal 23(5), 362-372.

Wadwha, Bhushan (1992, April).
Enrichment Program in Calculus (EPIC) and Precalculus Enrichment Program (PEP).
Paper presented at the videoconference Increasing Minority Participation in Math-Based Disciplines, University of Illinois at Urbana-Champaign and Parkland College, Champaign, IL.

 

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