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  • 1.  IMPACT in Action - Biggest Change to Statistic Classes

    Posted 05-10-2022 12:55:00
     What is the biggest change you've made to your introductory statistics class in the last 3 years?  Why did you make the change and what impact has it had on your students?

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    Mark Earley
    he/him/his
    Assistant Professor
    Columbus State CC
    Columbus OH
    mearley3@cscc.edu
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  • 2.  RE: IMPACT in Action - Biggest Change to Statistic Classes

    Posted 05-11-2022 15:57:00
    I have integrated more active learning in my statistics class. I also use the material at StatPREP.org called Little Apps. The Little Apps allow for students to visualize what is happening in data. There are activities posted on the site to us in your statistics class.

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    Kathryn Kozak
    Instructor
    Coconino CC
    Flagstaff AZ
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    Original Message


  • 3.  RE: IMPACT in Action - Biggest Change to Statistic Classes

    Posted 05-15-2022 10:37:00
    Active learning was challenging for me during the pandemic, remote environment. I had a couple activities for my synchronous classes, but not many. I work every semester to find one or two more I can add in. The Little Apps are definitely part of that!!! (Thanks to the StatPREP folks).

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    Mark Earley
    he/him/his
    Assistant Professor
    Columbus State CC
    Columbus OH
    mearley3@cscc.edu
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    Original Message


  • 4.  RE: IMPACT in Action - Biggest Change to Statistic Classes

    Posted 05-12-2022 19:31:00
    If the question had been last 5 years, I would say flipping my classroom. This was something Ambika Silva talked me into after we crossed paths for the third time at some statistics workshop where I was complaining that I could never do these great activities in a 3-unit statistics class. I think the impact of that has been tremendous - students can pause and rewatch lecture videos in a way that works for them while getting to take advantage of the class time to interact, collaborate, and get feedback.

    In the last three, I've mostly focused on how to do all of it in an asynchronous online class. Which is a fun challenge. Thankfully, Desmos activities provide the structure I might have in a class - predict what will happen, then see it! My next step is trying to weave in the final project from Day 1 of the course.

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    Kelly Spoon
    Associate Professor
    San Diego Mesa College
    San Diego CA
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    Original Message


  • 5.  RE: IMPACT in Action - Biggest Change to Statistic Classes

    Posted 05-15-2022 10:40:00
    I starting flipping my online synchronous classes last Autumn. After putting all the work into online content, I figured the heaviest amount of work was done! I will continue to flip as we transition back to campus in Autumn. I am a total fan of the flipped environment because it leaves so much open time when we are meeting together to practice and learn from each other.

    I have definitely learned a lot while remote, and I cannot wait to see how it all works when we are in person again. Improvements to modules and activities was a major focus for me once I had to share it all online. My current final project spans the second half of the semester (last 8 weeks). I'm trying to determine how to shift that for our 11-week summer term as we speak.

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    Mark Earley
    he/him/his
    Assistant Professor
    Columbus State CC
    Columbus OH
    mearley3@cscc.edu
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    Original Message


  • 6.  RE: IMPACT in Action - Biggest Change to Statistic Classes

    Posted 05-16-2022 02:01:00
    Edited by Mortaza Mori Jamshidian 05-16-2022 02:02:08
    Our introductory statistics course is a coordinated course. We have over 1000 students per year taking this course. We changed our introductory statistics course's teaching from a traditional format to an investigation-based format. In the investigation-based format, students go through all the steps of a statistical investigation process, as outlined in the Tintle et al. text Introduction to Statistical Investigations, to learn a topic, as described in the Tintle et al. text Introduction to Statistical Investigations. This change has helped students (to some extent) to understand statistical concepts better. Another change that we have made is that all of our students use Rguroo, an online statistical software. We chose this software since it is made for teaching statistics, it is easy to learn, and covers all the topics we cover in the course.

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    Mortaza (Mori) Jamshidian, Professor

    Graduate Advisor, M.S. in Statistics Program

    Department of Mathematics

    California State University, Fullerton

    Phone: 657-278-2398

    Personal Website





    Original Message


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