Journal Articles

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 Posts

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

https://teachpsych.org/page-1784686/7921700

 

Blog post from Afrobaramete.org, “Turning Raw data into useful information: Ashesi University sharpens students statistical skillshttp://afrobarometer.org/blogs/turning-raw-data-useful-information-ashesi-university-sharpens-students-statistical-skills

 

NSF Award Announcement for Passion-Driven Statistics,

https://newsletter.blogs.wesleyan.edu/2018/09/17/dierker-rose-win-2-8-million-nsf-award-for-innovative-approach-to-teaching-statistics/

 

QAC Hosts Final Exam Evaluation, Poster Session

http://newsletter.blogs.wesleyan.edu/2014/12/08/qac201/

 

Wesleyan Announces New Data Science Specialization on Coursera

http://newsletter.blogs.wesleyan.edu/2015/09/08/courseraspecialization/

 

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

https://www.forbes.com/sites/tomgroenfeldt/2013/03/19/wesleyan-takes-a-passion-for-statistics-to-the-mooc-world-with-sas/#1865f14f355f

 

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

https://www.forbes.com/sites/tomgroenfeldt/2013/08/22/data-scientist-intro-education-6800-at-a-time/#4ce66c9e335e

 

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 everyonehttps://www.apadivisions.org/division-5/publications/score/2020/04/passion-driven-statistics

 

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

https://magazine.blogs.wesleyan.edu/2019/05/20/empowering-research-through-passion-driven-statistics/

 

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

https://www.scientia.global/wp-content/uploads/2017/10/Lisa-Dierker.pdf

 

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

http://wesleyanargus.com/2018/10/11/passion-driven-statistics-two-wesleyan-professors-expand-flagship-program/

 

Wesleyan University Magazine, “Unleashing the Power of Stats

http://magazine.blogs.wesleyan.edu/2014/02/26/unleashing-the-power-of-stats/

 

Press from Partner Schools

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

https://www.morganparkacademy.org/2020/ap-statistics-sas-programming/

 

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

https://www.oberlin.edu/news/rstudio-programming-course-empowers-students-pursue-independent-research

 

Sacred Heart University, Professors Find New Passion for Teaching Approach

https://www.sacredheart.edu/news-room/news-listing/professors-find-new-passion-for-teaching-approach/

 

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

https://www.thiel.edu/newsroom/press-releases/detail/thiel-college-psychology-professor-passion-for-statistics-to-medical-school

 

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

https://www.thiel.edu/newsroom/press-releases/detail/psychology-professor-new-methods-introduce-high-school-students-statistics

 

Book Chapters

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