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FROM THE FIELD
Research Notes from the DISCUS-IS Project
Research Notes from the DISCUS-IS Project
Short, practitioner-oriented posts drawn from ongoing research on inclusive instructional practices in postsecondary introductory statistics. Written for statistics educators, these posts translate findings from student interviews and classroom research into language that is immediately useful in the postsecondary statistics classroom.
The full DISCUS-IS Resource Library is available to credentialed educators and researchers.
Video artifacts, classroom recordings, interview transcripts, and instructor protocols — all housed in our protected SharePoint site to honor participant rights.
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Series 1: What Students Tell Us
Series 1: What Students Tell Us
Findings from 36 student interviews and focus groups in introductory statistics courses taught with the simulation-based inference approach. Students described, in their own words, what made collaborative learning feel meaningful — and where it fell short.
What Makes Groupwork Actually Feel Like Groupwork
On the difference between sitting in groups and learning in them — and why it matters for your statistics classroom
Talking It Out: Why Student Voice is the Curriculum
How discourse in small groups supports conceptual understanding in the introductory statistics classroom
Who’s More Likely to Ask for Help — and Why that Matters
How the structure of collaborative statistics classrooms changes students’ relationship with not knowing
Honoring the Friction: Neurodivergent Students and Collaborative Learning
What happens when we stop trying to smooth over the complexity of inclusion (and start listening instead)
Coming Soon... Series 2: What Instructors Tell Us
Coming Soon... Series 2: What Instructors Tell Us
Findings from instructor interviews and video-stimulated recall sessions on decision-making in inclusive postsecondary statistics classrooms.
Don't Miss 🔊
Don't Miss 🔊
"Students Tell Us What Works in Statistics" with Jen McNally and Laura Callis on Lillian Nave's Think UDL Podcast
About the Project
About the Project
The DISCUS-IS project (Developing Inclusive Classrooms Using Simulation-based Inference in Statistics) is supported by the National Science Foundation (IUSE #2314358). It studies instructional practices that support equitable outcomes for neurodivergent students in postsecondary introductory statistics.
Full Resource Library
Full Resource Library
The credentialed DISCUS-IS site contains video clips, classroom artifacts, instructor protocols, and student concept inventories — all protected to honor participant rights. Educators and researchers may REQUEST ACCESS. Credentials are granted on a rolling basis.
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