Abstract

There are few experiences more important to a student’s trajectory than an introductory class and this crucial first experience in statistics can shape a student's view of the entire discipline. As statistics and data analysis become more commonly required in multiple fields, we often encounter students who would not have chosen this course but must complete it to fulfill degree requirements. Thus, the introduction to statistics course provides the perfect opportunity to potentially diversify the pipeline of data science students. Recent scholarship finds that even as STEM fields continue to diversify, women, Black, and Hispanic students are still underrepresented in math programs (Fry et al. 2021). Mervis (2010) finds that only 20% of minority students finish a STEM degree in five years. One reason students lose interest in their major is the introduction course. The introduction course in most undergraduate universities is set up to discern which students have the skills to succeed and often the course is taught as a “weed-out course”. The philosophy being that is better to find out early if a student has the prerequisite skills and knowledge to complete the degree. However, students are a product of opportunities of their past, and non-White students were less likely to attend a high school where advanced math was offered, and when it was offered, females were less likely to have enrolled in those courses (National Science Foundation 2018). Therefore, it is our most vulnerable students in the introductory statistics course who most need extra support to persist in statistics.
This course redesign is built on several bodies of literature: the research on students’ tolerance for risk in math, the importance of diverse role models in the profession, and how gamification can offer a potential solution to increasing diverse student retention and success. Combining these best practices, I have redesigned a standard introductory course using free and low-cost digital and physical resources to increase students’ understanding and enjoyment of statistics.
The theme for this redesigned statistics course is the Secret Society of Quantitative Researchers, and I offer novel ideas on gamifying the content in four parts for each module: Learn the Content, Apply in Theory, Apply in Analysis, and finally, Escape the Module. I also illustrate how to teach the theoretical concepts using free, visually appealing digital games from PhET Labs that allow students to practice the core mathematical concepts in theory. Then, I demonstrate how to use Genial.ly’s predesigned online quiz and escape room content that is animated and interactive, making it very visually appealing for students, with formatting that is easy to use for instructors. The addition of noncompetitive games and theoretical interactive demonstrations is meant to draw students in through gamification and increase their interest and understanding.
Diversifying the STEM pipeline is crucial, and it starts with the introduction course. However, retaining diverse students in statistics and the data science pipeline will require our introduction courses playing for keeps.