Using inquiry-based learning in engineering statistics courses

Many engineering students struggle with a first course in statistics. One of the reasons for this is that statistics differs from “traditional” mathematics curriculum, such as calculus and differential equations. Merely giving students problem sets does not teach them to think in a particular fashion, as statistics problems require the assimilation of more varied information than using formulas or even applying those formulas to situational (story) problems to solve for a particular variable or variables. Data rarely conforms to contrived values, so the student's ability to critically think and make decisions is of paramount importance. Since statistics is different from a traditional mathematics discipline, we feel it is necessary to differentiate instruction from a traditional mathematics class. Because statistics and data science requires considerable decision-making processes and analytical ability, we feel that elements of inquiry-based learning will be beneficial to students. These inquiry-based lessons will be provided in the form of POGIL, or Process-Oriented Guided Inquiry Learning, activities designed to lead small groups of students through specific material within a specific subject domain.