In recent years, the adjunct faculty phenomenon has grown steadily. This research focused on adjunct instructors teaching introductory statistics courses. The purpose of the study was to give a voice to adjunct instructors by allowing them to describe their experiences teaching statistics. We conducted a qualitative study with 15 adjunct instructors of introductory statistics through semi-structured interviews. The participants came from several fields: psychology, nursing, and business, among others. Thematic analysis was used to find themes of statistical anxiety, use of technology in the classroom, lack of curriculum flexibility, and connection to the host institution. Our findings can inform institutions and interdisciplinary departments hosting introductory statistics courses. Similarly, educational statisticians can gain knowledge on the practices and barriers of adjunct instructors.
adjunct instructors, undergraduate statistics education, statistics education, thematic analysis, in-depth interviews, case study
This work was made possible through a Office of Research, Scholarship, and Sponsored Programs (ORSSP) at the University of Texas at Tyler New Faculty grant.
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Recommended APA Citation
Estrada Aguilera, S., & Martinez, E. (2023). Average or Outlier? Introductory Statistics Adjunct Instructors’ Beliefs, Practices, and Experiences. The Qualitative Report, 28(6), 1769-1786. https://doi.org/10.46743/2160-3715/2023.5971