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

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. W...

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Bibliographic Details

Published in:	International Journal for the Scholarship of Teaching and Learning
Main Authors:	Lisa Dierker (AE), Jalen Alexander, Jennifer Cooper, Arielle Selya, Jennifer Rose, Nilanjana Dasgupta
Format:	Article
Language:	English
Published:	Georgia Southern University 2016-01-01
Subjects:	statistics multidiscplinary project-based higher education
Online Access:	https://digitalcommons.georgiasouthern.edu/ij-sotl/vol10/iss1/2