Project-Based Curriculum as a Guide for the Re-Sequencing of Discipline-Specific Statistics Courses

Research output: Contribution to conferencePresentationpeer-review

Abstract

In discipline-specific statistics courses the pedagogical challenges of providing conceptual statistics training are compounded as students lack the background in mathematics necessary for understanding probability and fail to see the applicability of statistics to their field. To address these challenges, a statistics course targeted for health and behavioral science students 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 interacted with real data to learn concepts necessary to answer discipline related questions. Because topics in the course were re-sequenced to be more in line with the process followed by scientists, statistical inference was covered earlier in the curriculum and revisited multiple times in various contexts to reinforce understanding.
Original languageAmerican English
StatePublished - 2018
EventInternational Conference on Teaching Statistics: Looking back, and looking forward - Kyoto, Japan
Duration: Jul 8 2018Jul 13 2018

Conference

ConferenceInternational Conference on Teaching Statistics
Abbreviated titleICOT
Country/TerritoryJapan
CityKyoto
Period7/8/187/13/18

Keywords

  • Statistics
  • Higher Education

Disciplines

  • Scholarship of Teaching and Learning

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