Contributed Paper C246
Project-based curriculum as a guide for the re-sequencing of a discipline specific statistics course
PresenterVeronica Fruiht (United States)
To address the challenges of students who lack the mathematics background necessary for understanding probability and fail to see the applicability of course content in discipline-specific statistics courses, an introductory course for health and behavioral science undergraduates was redeveloped utilizing a project-based curriculum. Per the American Statistical Association’s call for increased integration of technology, real data, and conceptually-focused active learning in introductory statistics, students use real data to learn to answer discipline related questions. Because topics in the course are re-sequenced to be more in line with the process followed by scientists, statistical inference is covered earlier and revisited multiple times in various contexts to reinforce conceptual understanding. This project emphasizes pedagogical strategies utilized and presents preliminary findings regarding student engagement and conceptual understanding.