Many statistics education researchers have found that statistics students' attitudes tend to decrease over the duration of a course. Although many researchers have tried to incorporate a variety of activities and/or teaching methods to improve student attitudes, many are not only very time consuming to implement, but have also not shown many…

When incorporating programming into a statistics course, there are many pedagogical considerations. In R, one consideration is the particular R syntax used. This article reports on a head-to-head comparison of a pair of introductory statistics labs, one conducted in the formula syntax, the other in tidyverse. Pre- and post-surveys show minimal…

A Statistics Practicum course is offered as another option besides an internship or research experience for students to fulfill a required statistics major capstone experience. This article discusses the first and fourth offering of this practicum course, which provides a unique perspective on the initial implementation of the course and its…

Learners' efficacy beliefs are an important determinant of their performance and future study in an academic domain, and recent work has highlighted the complexities associated with promoting learners' statistics efficacy. The current study tested the effectiveness of a course-embedded, activity-driven intervention, grounded in principles of…

Can a "nudge" toward engaging, fun, and useful material improve student attitudes toward statistics? We report on the results of a randomized study to assess the effect of a "nudge" delivered via a weekly E-mail digest on the attitudes of students enrolled in a large introductory statistics course taught in both flipped and…

We designed an asynchronous undergraduate introductory statistics course that focuses on simulation-based inference at the University of Nebraska-Lincoln. In this article, we describe the process we used to design the course and the structure of the course. We also discuss feedback and comments we received from students on the course evaluations,…

This study explores three understudied facets--quadratic effects, change over time, and gender as a moderator--of the otherwise well-documented relationships between statistics anxiety and academic performance. Using pre- and post- course survey data among a sample of 111 undergraduate students in Social Statistics courses at a U.S. Midwestern…

To meet the demands of industry, undergraduate business curricula must evolve to prepare analytics-enabled professionals in fields such as finance, accounting, human resource management, and marketing. In this article, we provide a case study of developing a rigorous, integrated finance and data analytics course that was delivered using a…

Alternative grading methods, such as standards-based grading, provide students multiple opportunities to demonstrate their understanding of the learning outcomes in a course. These grading methods allow for more flexibility and help promote a growth mindset by embracing constructive failure for students. Implementation of these alternative grading…

An anonymous survey was given to n = 73 students in an asynchronous online statistical literacy course at a mid-sized Hispanic Serving Institution. Informed by teaching experience, literature on lexical ambiguity, and everyday usage of statistics words and phrases, the first author designed the survey to yield insight into how students view…

Understanding statistics is essential for engineers. However, statistics courses remain challenging for many students, as they find them rigid, abstract, and demanding. Prior research has indicated that using project-based learning (PjBL) to demonstrate the relevance of statistics to students can have a significant effect on learning in these…

We developed an interactive online textbook that interleaves R programming activities with text as a way to facilitate students' understanding of statistical ideas while minimizing the cognitive and emotional burden of learning programming. In this exploratory study, we characterize the attitudes and experiences of 672 undergraduate students as…

Past research has shown the benefit of cooperative learning in organizing instruction to promote students' engagement and achievement. However, it remains unclear whether students gain more from peers at relatively higher or similar levels of prior knowledge. Relatedly, it is important to distinguish collective performance from individual…

The COVID-19 pandemic and shift to remote instruction disrupted students' learning and well-being. This study explored undergraduates' incoming course concerns and later perceived challenges in an introductory statistics course. We explored how the frequency of concerns changed with the onset of COVID-19 (N=1417) and, during COVID-19, how incoming…

Historically, the introductory course in statistics at the Norwegian University of Life Sciences (NMBU), has taken a traditional, lecture-based form. A previous study at the NMBU concluded that the course structure appeared to disfavor certain cognitive or personality types, extraverts in particular. Therefore, in 2016, as an experiment, the…