Building on the past experience of
student

In this program, students identified how their past experience as students, workers, mothers, wives, friends, could be a definite asset to their own learning as well as that of others. They identified skills and knowledge derived from life experience and learned how these could be transferable to the work place in various job areas. The work of Jean Baker Miller (To- wards a New Psychology of Women), Carol Gilligan (In A Different Voice) and Michael Maccoby (The Leader) were helpful in building powerful views of female life experience. We also highlighted how the opposite can be truly and here we identified the phenomenon of math anxiety and technophobia. A variety of instruments and strategies were introduced which helped students identify where past experiences, in particular their socialization as women, might create barriers to impede their learning of math, computers and other 'technical' subjects. Another important barrier to the kind of learning we were encouraging in the program was defined as one's early socialization as a student.

Students became aware that early schooling teaches that the teacher knows everything; that she decides what to learn and how, and then determines if the answers are correct. Students were helped to understand that this encourages a reactive response to learning; one that does not facilitate positive adaptation to a rapidly changing world. Therefore, the program was structured, through the study group to enable the students to see themselves and each other as 'teacher' and to use 'experts' as consultants and guides to their learning but not as the only source of the 'right' answer.

Sequence of the learning

The increased self-esteem that comes from learning a new skill is a powerful motivator to try new, more difficult tasks that involve, not only skill, but knowledge and the application of the knowledge. Therefore, the learning in this program was sequenced to ensure initial quick success in skill learning that built self-esteem and increased motivation. Students were offered early opportunities to get their hands on a computer and initial sessions were designed to challenge without frustrating. Similarly, students were encouraged to begin building math skills early, starting with the basics. Every attempt was made to ensure initial success which was always followed by discussion of the variety of successful strategies available in any problem solution.

Self assessment instruments

The Student Manual contained a self-assessment instrument for each component subject of the program. These were a means to enable students to measure the parameters of the subject area in the program and to set goals for their own learning. The students were continuously reminded that these 'instruments' were not in any way measures of their potential to learn but rather a measure of their options for learning in the program. The role of their past experience, particularly their familiarity with computers and recent work with numbers and statistics, was identified as being an important factor affecting the outcome of these instruments as well. Once the program was underway, the instruments served as concrete measures of progress and a means to create new goals for learning, either within the program or outside of it.

Tutor skills

The authors in this program demonstrated a sound knowledge of issues in women's learning and a respect for the difficulties and frustrations encountered by all the students. They demonstrate sophisticated skills in the facilitation of self-help learning groups and an optimism in the ability of their students to accomplish their personal learning goals. They also displayed an acceptance of their status as co-learners with the students. All this was absolutely vital to the successful outcome of the program.