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Abstract:
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This talk will discuss how to incorporate a community-based learning project into an entry-level or second semester statistics course. CBL courses can be advantageous, because they give students opportunities to write about, speak about and generally communicate statistical results to a non-statistical audience. This communication is highly impactful, because it takes place in a real-world setting. Comparisons to traditional courses suggest that students who chose to take CBL courses are more likely to have less mathematical and statistical background, are more interested in community service, and want a statistics course that aligns closely with their career goals and aspirations. The results suggest there is a place for both CBL and traditional courses in college curricula. Students tend to appropriately self-select into the course that met their needs. CBL courses may also be a good place to engage a more diverse group of students into the discipline who might otherwise not choose to take a data analysis course in college.
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