Publications

Dierker, L., Rosenbaum, J., Piña, J., Adaján, A. (2025) Understanding Successful Engagement of Women and Underrepresented Students in a Multidisciplinary Course-Based Undergraduate Research Experience (CURE). International Journal of Gender, Science and Technology.16(3), 208-226 https://genderandset.open.ac.uk/index.php/genderandset/article/view/1346

Dierker, L., Rose, J., Nazzaro, V., Kabacoff, R., Gooyabadi, M., and Kaparakis, M. (2024) Course-Based Undergraduate Research Experience (CURE) Enhancing Educational Outcomes and Promoting Access to Data-Driven Careers. Journal of Research on Mathematics, 55(5):239-251. DOI: 10.5951/jresematheduc-2023-0109

Nazzaro, V., Rose, J., Dierker, L., Merrick, C., & Donatello, R. (2024). Project-based statistics outcomes: Pre- and post-Covid. Journal of College Science Teaching, 53(10), 16-23. https://doi.org/10.1080/0047231X.2023.2292401

Dierker, L., Nazarro, V., Rosenbaum, J., & Flaming, K. (2023). Predicting successful dissemination of a project-based curriculum: Findings from a passion-driven statistics initiative. Journal on Excellence in College Teaching, 34(1), 3-28. https://celt.miamioh.edu/ojs/index.php/JECT/article/view/138

Dierker, L., Nazarro, V., Rosenbaum, J., & Flaming, K. (2023). Predicting successful dissemination of a project-based curriculum: Findings from a passion-driven statistics initiative. Journal on Excellence in College Teaching, 34(1), 3-28. http://celt.miamioh.edu/ject/issue.php?v=34&n=1

Rosenbaum, J. E., & Dierker, L. C. (2023). Confidence disparities: Pre-course coding confidence predicts greater statistics intentions and perceived achievement in a project-based introductory statistics course. Journal of Statistics and Data Science Education, 1–23. https://doi.org/10.1080/26939169.2023.2183287

Spence, N. J., Anderson, R., Corrow, S., Dumais, S. A., & Dierker, L. (2022) Passion-driven statistics: A course-based undergraduate research experience (CURE). The Mathematics Enthusiast, 19(3), 759-770. https://doi.org/10.54870/1551-3440.1575

Nazzaro, V., Rose, J., & Dierker, L. (2020). A comparison of future course enrollment among students completing one of four different introductory statistics courses. Statistics Education Research Journal. 19(3), 6–17. https://doi.org/10.52041/serj.v19i3.53

Awuah, R., Gallagher, K.M., & Dierker, L. (2020). Taking project-based statistics abroad: Learning experiences and outcomes of a project-based statistics course in West Africa, Statistics Education Research Journal. 19(3), 18–31. https://doi.org/10.52041/serj.v19i3.54

Rose, JS & Dierker L (2019) Adapting the Passion-Driven Statistics curriculum for transition to high school, Teaching Statistics; 1–7. https://doi.org/10.1111/test.12209

Dierker, L., Flaming, K., Cooper, J., Singer-Freeman, K., Germano, K., & Rose, J. (2018). Evaluation impact: A comparison of learning experiences and outcomes of students completing a traditional versus multidisciplinary, project-based introductory statistics course. International Journal of Education, Training and Learning, 2(1), 16-28. DOI: 10.33094/6.2017.2018.21.16.28

Dierker, L., Robertson Evia, J., Singer-Freeman, K., Woods, K., Zupkus, J., Arnholt, A., Moliski, E.G., Delia Deckard, N. Gallagher, K., Rose, J., (2018). Project-based learning in introductory statistics: Comparing course experiences and predicting positive outcomes for students from diverse educational settings. International Journal of Educational Technology and Learning, 3(2), 52-64. DOI: 10.20448/2003.32.52.64

Dierker, L., Ward, N., Alexander, J., & Donate, E. (2017). Engaging underrepresented high school students in data driven storytelling: An examination of learning experiences and outcomes for a cohort of rising seniors enrolled in the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP). Journal of Education and Training Studies, 5(4), 54-63. DOI: 10.11114/jets.v5i4.2187

Cooper, J., & Dierker, L. (2017). Increasing exposure to programming: A comparison of demographic characteristics of students enrolled in introductory computer science programming courses vs. a multidisciplinary data analysis course. International Research in Higher Education, 2(1), 92-100. DOI: 10.5430/irhe.v2n1p92

Dierker, L., Alexander, J., Cooper, J., Selya, A., Rose, J., & Dasgupta, N. (2016). Engaging diverse students in statistical inquiry: A comparison of learning experiences and outcomes of under-represented and non-underrepresented students enrolled in a multidisciplinary project-based statistics course, International Journal for the Scholarship of Teaching and Learning, 10(1), 1-9. https://doi.org/10.20429/ijsotl.2016.100102

Dierker, L. ., Cooper, J. ., Selya, A. ., Alexander, J. ., & Rose, J. . (2015). Evaluating access: Comparing enrollment patterns in traditional versus multidisciplinary, project-based introductory statistics courses. Journal of Interdisciplinary Studies in Education, 4(1), 22–37. Retrieved from https://www.ojed.org/index.php/jise/article/view/1599

Dierker, L., Kaparakis, E., Rose, J., Selya, A., Beveridge, D. (2012). Strength in numbers: A multidisciplinary, project-based approach to introductory statistics education. Journal of Effective Teaching, 12(2), 4-14. https://files.eric.ed.gov/fulltext/EJ1092198.pdf