College courses in research methods and data science are notorious for getting the lowest ratings and are usually the ones students are the least interested in taking. Students generally put off taking courses related to research and statistics – some fear failure, some fear boredom. During my earlier years as an undergraduate student, I felt the same way. The material I teach is difficult to learn, especially if the students are underprepared. I refuse to lower my standards because I want students to be prepared for the workforce and/or graduate school. Even though my classes are challenging, students still report having fun in the class, which increases their attendance and knowledge acquisition. I also try to make the material relatable and offer extra support outside of class when students are struggling. The Behavioral Statistics class is a pivotal point in their exposure to research. Whether they have a positive or negative experience can impact their future, both short- and long-term. In a recent course evaluation, one student’s remarks really underscored how this environment can impact not only their ability to learn difficult material, but also their sense of what they think they are capable of. “I was terrified about taking this class because I have always believed I am bad at all math. However, Dr. Marcotte made the material in this class digestible and helped me to not only learn the information, but also [made it] applicable to my future classes and potential research in psychology. She always made me feel comfortable asking questions and not ashamed when I did things wrong. Because of Dr. Marcotte, I want to continue learning about research and potentially apply to graduate school.”
As a former first-generation, low-income student, I personally understand the challenges many of our students face both in school and their personal lives. I try to serve as an example of what is possible and am open about my successes, failures, challenges, and triumphs along the way. The impact my support has had on students is exemplified best by an unexpected email from a former student. An excerpt from her email reads, “When I started at RIC, my self-esteem was not the greatest because I never considered myself a ‘school person’ and I didn’t think I was smart enough to get through college. Doctor Marcotte played an enormous role in building my self-esteem, and my family and I are forever grateful for her. Her belief in me caused me to start believing in myself… Because of her I didn’t just thrive in my classes; I began to make friends, I started going to school events, she helped me become such a better writer, and most importantly, she significantly improved my mental health. Nobody in my family went to college and she gave me someone to look up to as a role model and mentor. Her story inspired me because once upon a time Dr. Marcotte was just a regular girl who was also the first in her family to [get a bachelor’s degree]. She shared with me every step she took to get to where she is today, and she never failed to make me realize that success was possible for me too.”