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Reimagining Introductory Statistics: A Research-Practice Partnership Model for Impactful Statistics Education
Fri, April 10, 1:45 to 3:15pm PDT (1:45 to 3:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 4Session Type: Roundtable Session
Abstract
This symposium reimagines introductory statistics not as a gatekeeping course, but as a foundation for critical thinking, agency, and access. It introduces an innovative Research & Development model that brings researchers and practitioners into collaboration with a powerful core idea: to continuously improve a theory-based statistics curriculum. Grounded in this model, this symposium convenes instructors, curriculum designers, and researchers to share insights on iterative curricular improvements through research and continuous feedback - anchored in real classroom experiences. Each presentation offers a unique perspective on transforming introductory statistics, showcasing how iterative redesign, grounded in psychological theory and authentic classroom practice can serve as a catalyst for reimagining statistics education from a static requirement into a dynamic foundation for modern data science skills.
Sub Unit
Chair
Papers
Fostering Transfer in Intro Stats: A Modeling-First Curriculum Grounded in Practicing Connections Pedagogy - Caylor Davis, CourseKata; Mariela Rivas, University of California - Los Angeles
Integrating R Programming into Introductory Statistics: College Students’ Perceptions of and Attitudes Towards R - Matthew Jackson; Jisun Min, Yonsei University; Claudia C. Sutter, CourseKata
From Invisible Problems to Instructional Change: Teacher-Led Innovation through Teaching Improvement Groups (TIGs) - Ji Son, California State University - Los Angeles; Karen Aguilar, Patrick Henry High; Renee Hill, Morse High; Sarah Gale, Lehi High; Tyler Haslam, Granger High; Jennifer Knapp, Mission Bay High; Pamela Patterson, La Jolla Country Day School; Gerald Scarzella, Timpview High; Thuy Uong, Point Loma High
Bridging Design, Research, and Instruction: Iterative Curriculum Improvement in Statistics Education - Claudia C. Sutter, CourseKata; Matthew Jackson; Adam B. Blake, University of California - Los Angeles; James W. Stigler, University of California - Los Angeles; Karen B. Givvin, University of California - Los Angeles