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

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 diicult than non-URM students, URM students demonstrated similar levels of increased conidence 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 conidence and interest gives all students a welcoming place at the table that will aford the best hope for achieving the kind of statistical literacy necessary for interdisciplinary research. [ABSTRACT FROM AUTHOR]