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A case study of strategies for intentionally building course community to support diverse learners in an introductory statistics course
Author(s) -
Taylor Laura L.,
Doehler Kirsten,
VanKrevelen Ryne,
Weaver Mark A.,
Trocki Aaron D.
Publication year - 2022
Publication title -
teaching statistics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.425
H-Index - 13
eISSN - 1467-9639
pISSN - 0141-982X
DOI - 10.1111/test.12303
Subject(s) - course (navigation) , mathematics education , class (philosophy) , computer science , statistics education , psychology , medical education , engineering , medicine , artificial intelligence , aerospace engineering
This article presents a multi‐part initiative to support diverse learners by building class community and peer networks in an introductory statistics course. This was accomplished through multiple techniques, such as implementing icebreaker questions and using randomly assigned student working groups. The Socrative online software utilized regularly by instructors allowed students to be randomized into groups to collaboratively answer questions provided by the instructors. A multi‐part group project was also administered where students worked cooperatively to analyze swim race data from the 2016 Olympics. Students completed a pre‐semester survey in which they provided feedback on previous mathematics or statistics courses related to the level of course engagement, the benefit of group learning, and their ability to discuss course content during class. A post‐semester survey was administered to answer similar questions regarding the statistics course they were currently taking.