Evaluating access: A comparison of demographic and disciplinary characteristics of students enrolled in a traditional introductory statistics course vs. a multidisciplinary, project-based course
Evaluating access: A comparison of demographic and disciplinary characteristics of students enrolled in a traditional introductory statistics course vs. a multidisciplinary, project-based course
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评估入学机会：传统统计导论课程与多学科、基于项目的课程注册学生的人口和学科特征的比较
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发表时间：
2015
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通讯作者：
J. Rose
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作者：
L. Dierker;Jennifer Cooper;Jalen Alexander;A. Selya;J. Rose
统计学导论的一个核心挑战是课程的开发，不仅要服务于不同的学生，还要激发明显跨越传统学科界限的沟通、推理和协作。需要创新的教学实践，然后基于这些创新来增加课程的使用机会。为了评估多学科、基于项目的课程对获得入门统计学的潜在影响，本文研究了注册传统统计学入门课程与多学科、基于项目的课程的学生在人口和学科特征上的差异。管理数据基于 2009 年秋季学期至 2014 年春季学期的个别学生入学情况。结果表明，基于项目的课程提供了更多的席位和来自多个专业的入学人数。比例较低的学生选择基于项目的替代方案而不是传统的介绍性统计。尽管有证据表明基于项目的课程也吸引了数学成绩分数较低的学生，但数学成绩与代表性不足的学生 (URM) 状况之间的显着交互作用表明，选择基于项目的课程的 URM 学生的数学成绩分数低于选择传统课程的 URM 学生，这表明数学成绩可能影响了 URM 学生的选择。为来自不同教育、社会和经济背景的学生提供不仅在课堂上占有一席之地，而且在餐桌上提供一个受欢迎的位置，这将为他们获得有意义地参与跨多个学科的研究、解决问题和专业发展所必需的统计素养提供最好的希望。
A central challenge of introductory statistics is the development of curricula that not only serves diverse students, but also sparks communication, reasoning and collaboration that clearly crosses traditional disciplinary boundaries. Innovative teaching practices are needed, followed by demonstrated increases in course access based on these innovations. To evaluate the potential impact of a multidisciplinary, project-based course on access to introductory statistics, this article examines differences in demographic and disciplinary characteristics of students enrolling in a traditional introductory statistics course compared to the multidisciplinary, project-based course. Administrative data were based on individual student enrollment between fall semester 2009 and spring semester 2014. Results indicated that the project-based course provided an increased number of seats and enrollment from a large range of majors. Further higher rates of under-represented students chose the project-based alternative over traditional introductory statistics. Though there was evidence that the project-based course also attracted students with lower Math achievement scores, a significant interaction between Math achievement and under-represented student (URM) status demonstrated that URM students selecting the project-based course had lower math achievement scores than URM students selecting the traditional course suggesting that math achievement may have influenced URM students in making their choice. Providing students from diverse educational, social and economic backgrounds not only with a seat in a classroom, but also with a welcoming place at the table will afford the best hope for achieving the kind of statistical literacy necessary for meaningful engagement in research, problem solving and professional development across numerous disciplines.