“What’s behind Door No. 2?” That probably isn’t a question Boston University students anticipated having to tackle when they signed up for an undergraduate statistics class. But as part of a university initiative to revamp introductory courses and engage students more actively in the learning process, statistics professor Luis Carvalho and his teaching fellow, Ian Johnston, redesigned the curricula for two courses to make instruction more dynamic and interactive. Traditionally, courses like “Basic Statistics and Probability” and “Applied Statistics” involve worksheets of problems and small groups of students seeking to solve them, perhaps punch- ing up some numbers on a calculator. “We had that old model in mind, but we wanted to infuse it with something a little m

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