Passion-Driven Statistics: A multidisciplinary project-based supportive model for statistical reasoning and application

该项目团队以TUES 1类奖项的成果为基础，该奖项为基于项目的课程创造了新的学习材料，为大量非stem密集型专业的学生提供了更多的入门统计数据。该方法的特点是培训知识的灵活应用，在现实世界环境中分析数据的机会，以及通过计算学习统计概念。在这种类型2的努力中，主要研究者（pi）正在调整和微调当前的材料，以增加灵活性和无缝性，以便它们可以在广泛的机构设置中使用，并且易于修改，以满足不同准备水平、学习风格和兴趣的学生的需求。该项目的智力价值在于它关注传统STEM学科以外的学生对概念和分析工具的需求，以便在他们的研究领域中应对“大数据”应用。此外，最初的课程材料已经由9名不同的教师和350名学生试用。学生的短期和长期学习收益也在向大学过渡和毕业后的阶段进行评估。项目规划机构正在两个方面寻求其努力的更广泛影响：首先，在五个合作机构（包括大学、社区学院和少数中学）实施和评估其基于项目的学习模式；第二，通过为来自不同学科背景的新教师举办夏季研讨会，为使用这种基于项目的模式进行教学做好准备。

This project team is building on the results of a TUES Type 1 award that created new learning materials for a project-based course that provides greater access to introductory statistics for large numbers of students primarily not in STEM-intensive majors. The approach features training in flexible application of knowledge, opportunities to analyze data in real world contexts, and education about statistical concepts through computing. In this Type 2 effort the principal investigators (PIs) are adapting and fine-tuning the current materials to add flexibility and seamlessness so that they are usable across a wide array of institutional settings and easily modified to meet the needs of students with different levels of preparation, learning styles, and interest. The intellectual merit of the project lies in its focus on the need of students outside of traditional STEM disciplines to have conceptual and analytical tools at their disposal to grapple with "big data" applications in their fields of inquiry. Moreover, the initial course materials have been piloted by nine different instructors and 350 students. Short-term and long-term learning gains for students are also being assessed at both the transition to college and post-graduation levels. The PIs are pursuing the broader impact of their efforts along two dimensions: first, by implementing and assessing their project-based model for learning in five partner institutions including universities, community colleges, and in a small number of cases, secondary school settings; and second, by conducting summer workshops for new faculty from varied disciplinary backgrounds to become prepared to teach using this project-based model.