Work

Engaging Diverse Students in Statistical Inquiry: A Comparison of Learning Experiences and Outcomes of Under-Represented and Non-Underrepresented Students Enrolled in a Multidisciplinary Project-Based Statistics Course

Year: 2016

Type: article

Abstract: Introductory statistics needs innovative, evidence-based teaching practices that support and engage diverse students. To evaluate the success of a multidisciplinary, project-based course, we compared experiences of under-represented (URM) and non-underrepresented students in 4 years of the course. While URM students considered the material more difficult than non-URM students, URM students demonstrated similar levels of increased confidence in applied skills and interest in follow up courses as non-URM students. URM students were found to be twice as likely as non-URM students to report that their interest in conducting research increased. Increasing student confidence and interest gives all students a welcoming place at the table that will afford the best hope for achieving the kind of statistical literacy necessary for interdisciplinary research.

Source: International Journal for the Scholarship of Teaching and Learning

DOI: 10.20429/ijsotl.2016.100102

Authors: Lisa Dierker (AE), Jalen Alexander, Jennifer Cooper, Arielle Selya, Jennifer Rose, Nilanjana Dasgupta

Institutions: Wesleyan University, University of North Dakota, University of Massachusetts Amherst

Language: English

Topic: Statistics Education and Methodologies

Subfield: Statistics and Probability

Field: Mathematics

Domain: Physical Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: diamond

Funders: National Science Foundation, Division of Undergraduate Education