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.
Dierker, L., Cooper, J., Selya, A., Alexander, J., Rose, J. (2015) Evaluating access: A comparison of demographic and disciplinary characteristics of students enrolled in a traditional introductory statistics course vs. a multidisciplinary, project-based course, Journal of Interdisciplinary Studies of Education. 4(1), 22-37.
Dierker L, Kaparakis E, Rose J, Selya A, Beveridge D. Strength in Numbers: A multidisciplinary, project-based approach to introductory statistics education. Journal of Effective Teaching. 2012; 12(2):4-14.
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 Afrobaramete.org, “Turning Raw data into useful information: Ashesi University sharpens students statistical skills” http://afrobarometer.org/blogs/turning-raw-data-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” https://www.apadivisions.org/division-5/publications/score/2020/04/passion-driven-statistics
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
Gallagher, K. M., Flaming, K. R., & Dierker, L. C. (2020). Passion-driven statistics. In A. Beyer & A. Peters (Eds.). For the love of teaching undergraduate statistics. Retrieved from the Society for the Teaching of Psychology web site: https://teachpsych.org/resources/Documents/ebooks/love-teaching-undergrad-stats.pdf