Broadening the impact and evaluating the effectiveness of randomization-based curricula for introductory statistics

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This PI team is working on two complementary fronts to increase the adoption of a new randomization-based curricula for introductory statistics that emphasizes: i) the core logic of inference using randomization-based methods alongside an intuitive, cyclical, active-learning pedagogy, and ii) the overall process of statistical investigations, from asking questions and collecting data through making inferences and drawing conclusions. The first front involves: a) conducting a series of twelve 1-4 day professional development workshops, and b) developing and supporting an online learning community to provide on-going support beyond the workshops. An important aspect of the intellectual merit of the project lies in the second front which involves the evaluation of widespread transferability of the model curriculum and research to deepen understanding of students' attitudes, conceptual understanding, and learning trajectories within the curriculum. Together with the workshop participants, developers, and other faculty, the team is gathering a large and diverse set of attitudinal and conceptual assessment data from over 3000 students at a variety of institutions. In-depth qualitative and quantitative assessments of students' developmental learning trajectories on key concepts are being carried out. The project is exercising broader impacts not only through its planned workshops, but also through coordination of its efforts through the Consortium for the Advancement of Undergraduate Statistics Education (CAUSE), which serves as the primary hub of activity for transformational efforts in statistics education.