Lisa Dierker|Jane Robertson Evia|Karen Singer Freeman|Kristin Woods|Janet Zupkus|Alan T. Arnholt|Elizabeth G Moliski|Natalie Delia Deckard|Kristel M. Gallagher|Jennifer Rose
Project-Based Learning in Introductory Statistics: Comparing Course Experiences and Predicting Positive Outcomes for Students from Diverse Educational Settings
Wesleyan University|Virginia Tech|Purchase College|Southwestern Oklahoma State University|Weatherford (United States)|Naugatuck Valley Community College|Appalachian State University|The University of Texas at Austin|Davidson College|Thiel College|Wesleyan University
order evaluate acceptability potential impact passiondriven statistics curriculum article describes background characteristics course experiences outcomes students enrolled multidisciplinary introductory projectbased course liberal arts colleges large state universities regional collegeuniversities community colleges found course could successfully delivered across diverse educational settings controlling educational setting presurvey responses individual outcome measures consistent predictors positive course outcomes included students initial interest conducting research higher likelihood enrolling statistics course required finding projectbased course less challenging finding research project rewarding students regional collegeuniversity community college students reported working significantly harder course finding course challenging students taking course liberal arts colleges state universities students liberal arts colleges generally reported positive course experiences students educational settings however compared students liberal arts colleges large state universities regional collegesuniversities reported likely learned projectbased course college courses taken taken together projectbased course successfully delivered across diverse postsecondary educational settings provides promising model getting students hooked power excitement applied statistics