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Most current statistics courses include some instruction relevant to causal inference. Whether this instruction is incorporated as material on randomized experiments or as an interpretation of associations measured by correlation or regression coefficients, the way in which this material is presented may have important implications for understanding causal inference fundamentals. Although the connection between study design and the ability to infer causality is often described well, the link between the language used to describe study results and causal attribution typically is not well defined. The current study investigates this relationship experimentally using a sample of students in a statistics course at a large western university in the United States. It also provides (non-experimental) evidence about the association between statistics instruction and the ability to understand appropriate causal attribution. The results from our experimental vignette study suggest that the wording of study findings impacts causal attribution by the reader, and, perhaps more surprisingly, that this variation in level of causal attribution across different wording conditions seems to pale in comparison to the variation across study contexts. More research, however, is needed to better understand how to tailor statistics instruction to make students sufficiently wary of unwarranted causal interpretation. 

Despite the elevated importance of Data Science in Statistics, there exists limited research investigating how students learn the computing concepts and skills necessary for carrying out data science tasks. Computer Science educators have investigated how students debug their own code and how students reason through foreign code. While these studies illuminate different aspects of students’ programming behavior or conceptual understanding, a method has yet to be employed that can shed light on students’ learning processes. This type of inquiry necessitates qualitative methods, which allow for a holistic description of the skills a student uses throughout the computing code they produce, the organization of these descriptions into themes, and a comparison of the emergent themes across students or across time. In this article we share how to conceptualize and carry out the qualitative coding process with students’ computing code. Drawing on the Block Model to frame our analysis, we explore two types of research questions which could be posed about students’ learning. Supplementary materials for this article are available online. 

Learning computer science (CS) is important for careers of tomorrow. Informal CS opportunities, however, are often limited by a student's socioeconomic disposition, location, ethnicity, gender, and ability. In Montana, these limitations are exemplified in rural communities where a dedicated CS teacher is not available. In order to make informal CS opportunities more equitable, we developed culturally responsive outreach modules for students across Montana by using storytelling as a basis of inquiry. In this paper, we present an outreach module based on the Skokomish story of `How Daylight Came to Be.' In this story, the two main characters---Ant and Bear---each dance for Dokweebah (the Changer). Students animate these dances using event-driven programming in the drag-and-drop programming environment Alice. While creating their dances, students construct knowledge of targeted CS concepts and make design decisions based on the context of the story. This outreach module reframes the context and activity of computing in an effort to transform the way in which students see themselves as potential future computer scientists, and democratize computing as a means of telling stories. By using Brayboy's Tribal Critical Race Theory as a theoretical framework for the development of the outreach program, we introduce computing from a lens of American Indian ways of knowing, culture, and power. To demonstrate the effectiveness of this unit in this exploratory study, we describe students' responses to the outreach programs in terms of perceptions of CS and perceptions of Alice as a culturally relevant programming tool. 

We aim to bring computer science (CS) to rural and American Indian students by blending American Indian storytelling practices with the educational computer programming environment called Alice. The lessons we develop cover CS concepts within the framework of the Content Standards of our state, and the Essential Understandings of American Indians. In this paper, we describe the Plateau Indian Beaded Bags lesson plan, its implementation, and the results of a lesson pilot. In the Plateau Indian Beaded Bags lesson, students learn about the beadwork of Columbia River Plateau-centered tribes. After viewing a picture of a beaded bag with a scene depicting a man on a horse in front of a woman with a tipi in the background, students are asked to construct a story based on this image. They then translate their story into code to create an animation of the story in Alice. Through this hands-on experience, students engage in algorithmic problem solving while using their imagination and creativity, increasing their exposure to, and interest in, CS. 

In 2021, National Science Foundation (NSF) Computer and Information Science and Engineering (CISE) directorate implemented a Broadening Participation in Computing (BPC) plan requirement for all medium and larger research proposals in Core, CPS, and SaTC. This panel comprises faculty and administrators from US computing departments who have participated in the writing of Departmental or Project BPC plans, two in response to NSF’s encouragement and one prior. Panelists represent a range of institutions as well as departmental awareness of BPC prior to writing their plans. Regardless of where they or their departments lie in the spectrum of knowing about and implementing BPC activities, and regardless of the current demographic makeup of the students in their major, they all encountered challenges as they wrote their plans. They all also experienced successes, not the least of which is that they succeeded in getting a plan written in accordance with the current guidelines. With the support of a moderator, the three panelists will share their experiences developing BPC plans with the audience, offering lessons learned and tips for overcoming common challenges. Audience members will also receive helpful links and handouts to facilitate the writing of their own departmental or project plans 

It is widely accepted that active learning and group work generally enhance learning in the statistics classroom, but how should those groups be formed? This study aims to better understand the characteristics of a productive team in the undergraduate introductory statistics course. Specifically, we explore the relationship between the attitudes of a student’s teammates and that student’s academic performance in both individual and group settings. We find moderate evidence that positive teammate attitudes towards statistics are associated with greater improvement from a student’s individual to the team exam score. If we can better understand what combination of student characteristics results in productive teams, instructors can be intentional with how they form groups in the classroom, realizing the full efficacy of active learning. 

The proposed study documents the status of computer science education at the middle school level. It also beyond previous studies by focusing on the perspective of teachers and attempting to measure their beliefs about their own self-efficacy. Understanding teacher's experience of change and building teacher capacity for change is essential to effective educational reform. The challenges faced by teachers that may arise in our data collection can have sociological or psychological context. To better understand the context of those challenges, we have developed a contextual framework. 

As part of a continuing conversation related to Indigenous methodologies in Western academic contexts, this manuscript includes a summary of the scholarly dialogue by providing background information and situatedness to an exchange that is positioned in the academy and Indigenous community simultaneously. The dialogue thus far includes a keynote presentation and a series of manuscripts that collectively help explain Indigenous research methodologies (IRMs) and delineates important considerations for practitioners and communities who relate to Indigenous research. The authors share where they agree, and where they diverge as well as their rationale for continuing the discourse in an academic forum. The paper concludes with an alternative method for dissemination (a winter count), that reimagines epistemological pluralism and knowledge protection through bicultural accountability. We consider the repatriation of Indigenous knowledge to be paramount in this process. 

Exposure to science, technology, engineering, and mathematics (STEM) at a young age is key to inspiring students to pursue careers in these fields. Thus, many institutions of higher education offer events to engage youth in STEM activities. These events are most effective when they are adapted to the specific audience. In Montana, a large percentage of the K-12 student population is from rural communities, where the ability to participate in such events is limited due to travel logistics and a shortage of relatable materials. We have developed a computer science outreach module that targets these populations through the use of storytelling and the Alice programming environment, thus drawing a parallel between storytelling and building algorithms. We describe the module's implementation, report and analyze feedback, and provide lessons learned from the module's implementation at outreach events. 

Alignment with the Montana Indian Education for All (IEFA) Act, tenets of Tribal Critical Race Theory (TribalCrit) (Brayboy, 2006) and the 7 Essential Understandings, results in the effective integration of Computer Science and Storytelling into the classroom. Teacher disposition and pedagogies that reflect current education transformation trends are also discussed.