Lisa Dierker|Jalen Alexander|Jennifer Cooper|Arielle Selya|Jennifer Rose|Nilanjana Dasgupta
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
Wesleyan University|Wesleyan University|Wesleyan University|University of North Dakota|Wesleyan University|University of Massachusetts Amherst
introductory statistics needs innovative evidencebased teaching practices support engage diverse studentsto evaluate success multidisciplinary projectbased course compared experiences underrepresented urm nonunderrepresented students 4 years coursewhile urm students considered material difficult nonurm students urm students demonstrated similar levels increased confidence applied skills interest follow courses nonurm studentsurm students found twice likely nonurm students report interest conducting research increasedincreasing student confidence interest gives students welcoming place table afford best hope achieving kind statistical literacy necessary interdisciplinary research