| Autor: |
Lisa Dierker (AE), Jalen Alexander, Jennifer Cooper, Arielle Selya, Jennifer Rose, Nilanjana Dasgupta |
| Jazyk: |
angličtina |
| Rok vydání: |
2016 |
| Předmět: |
|
| Zdroj: |
International Journal for the Scholarship of Teaching and Learning, Vol 10, Iss 1 (2016) |
| Druh dokumentu: |
article |
| ISSN: |
1931-4744 |
| DOI: |
10.20429/ijsotl.2016.100102 |
| Popis: |
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 non-URM 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. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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