Promoting Active Learning

Abstract

Scholarship on teaching undergraduates increasingly emphasizes the benefits of providing students with an active role in their education whereby instructors are more aptly described as facilitators of knowledge rather than merely providers of it. Additionally, recommendations from the American Sociological Association aimed specifically at the undergraduate sociology curriculum argue that students must engage as practitioners of sociology at each level of their program development. In short, undergraduates should do sociology—not just read or write sociology. Applying this recommendation to teaching statistics, I suggest organizing a course around a student-led research project in which students generate the topics, questions, and data that are then used to complete a substantive research paper. Students are given the opportunity to be actively engaged in all stages of the research and data-gathering process. Students also present their work in student roundtables, further legitimating their important contributions as researchers.