Journal Articles

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.

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.

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.

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.

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.

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.

Rose, JS & Dierker L (2019) Adapting the Passion-Driven Statistics curriculum for transition to high school, Teaching Statistics; 1–7.

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.

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

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.


Blog Posts

Dierker, L. Student Passion-Driven Statistics Education. Interviewed by Jana Talley, Jackson State University for Teaching and Learning DUE-Point, Inclusivity blog, Mathematical Association of America (MAA), October 28, 2020


Wesleyan Newsletter, Dierker to Teach Passion-Driven Statistics as Fulbright Specialist


Blog post for the Graduate Student Teaching Association (GSTA) of the American Psychological Association: Division 2. “More than a seat in the classroom: Creating a welcoming (and empowering) place at the table for introductory statistics students


Blog post from, “Turning Raw data into useful information: Ashesi University sharpens students statistical skills


NSF Award Announcement for Passion-Driven Statistics,


QAC Hosts Final Exam Evaluation, Poster Session


Wesleyan Announces New Data Science Specialization on Coursera


Forbes Magazine Blog post, “Wesleyan Takes a Passion for Statistics To The MOOC World With SAS”


Forbes Magazine Blog post, “Data Scientist Intro Education, 6,800 at a Time”


General Audience Articles

Article for the April, 2020 issue of The Score, the Division 5 (Qualitative and Quantitative Methods) Newsletter of the American Psychological Association. “Passion-driven statistics: Breaking disparities and opening the analytics economy to everyone


Wesleyan University Magazine, “Empowering Research through Passion-Driven Statistics


Article in Scientia Global, “Falling in Love with Statistics: Shaping Students’ Relationships with Data


Wesleyan Argus, “Passion-Driven Statistics: Wesleyan professors expand flagship program


Wesleyan University Magazine, “Unleashing the Power of Stats


Press from Partner Schools

Morgan Park Academy, Chicago, IL. Examining Social Questions with Passion-Driven Statistics.


Oberlin College, RStudio Programming Course Empowers Students to Pursue Independent Research


Sacred Heart University, Professors Find New Passion for Teaching Approach


Thiel College, Psychology Professor takes passion for statistics to medical school


Thiel College, Professor of Psychology uses new methods to introduce high school students to statistics


Book Chapters

Gallagher, K. M., Flaming, K. R., & Dierker, L. C. (2020). Passion-driven statistics. In A. Beyer & J. Peters (Eds.). For the love of teaching undergraduate statistics (pp. 55-82). Society for the Teaching of Psychology.

Rosen, L. H., & Flaming, K. R. (2021). Adapting the passion-driven statistics curriculum for an online graduate multivariate statistics course. In J. Cerniak, M. S. Wong, & L. H. Rosen (Eds.). Teaching psychology online (pp. 336-342). Society for the Teaching of Psychology.