Evaluating access

Comparing enrollment patterns in traditional versus multidisciplinary, project-based introductory statistics courses

Authors

  • Lisa Dierker
  • Jennifer Cooper
  • Arielle Selya
  • Jalen Alexander
  • Jennifer Rose

Keywords:

Passion-Driven Statistics; Underrepresented Students; STEM

Abstract

 To evaluate the potential impact of a
multidisciplinary, project-based course on access to introductory statistics for
underrepresented students, this article examines differences in demographic and
disciplinary characteristics of students enrolling in a traditional introductory
statistics course compared to the multidisciplinary, project-based course.
Administrative data were based on individual student enrollment from fall
semester 2009 and spring semester 2014. Results indicated that the project-based
course provided an increased number of seats and enrollment from a large range
of majors. Higher rates of under-represented students chose the project-based
alternative over traditional introductory statistics. Though there was evidence
that the project-based course also attracted students with lower Math
achievement scores, a significant interaction between Math achievement and
under-represented student (URM) status demonstrated that URM students
selecting the project-based course had lower math achievement scores than URM
students selecting the traditional course suggesting that prior math achievement.

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Published

2015-05-05

How to Cite

Dierker, L. ., Cooper, J. ., Selya, A. ., Alexander, J. ., & Rose, J. . (2015). Evaluating access: Comparing enrollment patterns in traditional versus multidisciplinary, project-based introductory statistics courses. Journal of Interdisciplinary Studies in Education, 4(1), 22–37. Retrieved from https://www.ojed.org/index.php/jise/article/view/1599