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
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
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让多元化的学生参与统计调查：就读基于多学科项目的统计课程的代表性不足和非代表性不足的学生的学习经历和成果的比较
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
N. Dasgupta
中科院分区：
文献类型：
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作者：
L. Dierker;Jalen Alexander;Jennifer Cooper;A. Selya;J. Rose;N. Dasgupta
统计学导论需要创新的、以证据为基础的教学实践，以支持和吸引不同的学生。为了评估基于项目的多学科课程的成功，我们比较了代表不足学生(URM)和非代表不足学生在课程4年中的经历。虽然市建管理学生认为教材较非市建管理学生更难，但市建管理学生对应用技能的信心及对跟进课程的兴趣则与非市建管理学生相若。研究发现，URM学生报告他们对进行研究的兴趣增加的可能性是非URM学生的两倍。提高学生的信心和兴趣使所有学生在谈判桌上有一个受欢迎的位置，这将为实现跨学科研究所需的那种统计素养提供最大的希望。
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 nonURM 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.