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Making classroom activities more authentic, closer to real life applications, while keeping them accessible to students is a challenge. In this paper, I present a case study based on my experiences with incorporating more authentic projects into my introductory statistics course. The paper highlights some of the challenges and conflicts I faced as well as how I was able to implement a solution. In this case the solution took the form of an interactive website that allowed students focus on the parts of the project that were relevant to their professional lives, while suppressing details that were not relevant to the course or their professional careers. This case study uses qualitative data, describing the changes in questions students asked about the project when they were left to code software commands manually versus when they had a website to assist them.
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