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Reaching Students with Passion-Driven, Project-Based Statistics

Reaching Students with Passion-Driven, Project-Based Statistics. CAUSE Teaching & Learning webinar June 11, 2013. The challenge…. Economics. Psychology. Mathematics. The challenge…. NS&B. Sociology. Economics. Psychology. Mathematics. Government. College/Social Science.

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Reaching Students with Passion-Driven, Project-Based Statistics

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  1. Reaching Students with Passion-Driven, Project-Based Statistics CAUSE Teaching & Learning webinar June 11, 2013

  2. The challenge…. Economics Psychology Mathematics

  3. The challenge…. NS&B Sociology Economics Psychology Mathematics Government College/Social Science

  4. The challenge…. NS&B Sociology Economics Psychology Mathematics Government College/Social Science

  5. Yet another challenge….

  6. The goal …. EVERYONE

  7. Project-based approach Public Access Data Faculty Data Community Data

  8. Outline of Inquiry Weeks 1 and 2 Generate testable hypothesis from available data Conduct a literature review Week 3 and 4 Statistical software basics Formatting and managing data in the service of a question Graphing Week 5 through Week 10 Conduct analyses Univariate, bivariate, testing for confounding, moderation Week 11 through Week 14 Reconciling study limitations Presenting and interpret results

  9. In Class and Out of Class Support Syntax Lecture clips Peer Tutors Instructor Office Hours Open Learning Initiative Monday 1-on-1 support in small workshop sections Wednesday 1-on-1 support in small workshop sections Friday peer tutoring 1/5 ratio Statistics Writing Models Questions Data documentation

  10. Core Features • The students set the topic and do the work (no sage on the stage) • Didactic portions heavier out of class and support for active engagement heavier in class • As much one-on-one support as needed and expectation that it will be needed. • Flexible speed/end point for all types of learners (Gestalt of the experience had by all students) • Just in time (need to know) content knowledge

  11. Transition to MOOC Environment

  12. 4000+ weeks 1-6

  13. The MOOC experience taught me how to better … Bring learning from the inside out Create new dynamics for encouraging engagement Make connections within a community of learners and teachers

  14. Blogs…(e.g. http://spintocoursera.tumblr.com/)

  15. Creating new dynamics to encourage engagement FORUM POST: I need some help with moderation:I am trying to determine if gender is a moderator in the association between family type and depression. The output of my chi-square is not what I expect to see. because it is showing me first values when MALE=. and said all data is missing; and my value labels are not appearing.Thank you very much. libname mydata "/courses/u_coursera.org1/i_1006328/c_5333" access=readonly; DATA new; set mydata.addhealth_pds; /* Recode as missing data the unusable data*/ IF H1GI4 = 6 THEN H1GI4=.; IF H1GI4 = 8 THEN H1GI4=.; IF H1SU1 = 6 THEN H1SU1=.; IF H1SU1 = 8 THEN H1SU1=.; IF H1SU1 = 9 THEN H1SU1=.; PROCsort; by AID; PROCsort; by MALE; PROCFREQ; TABLES H1SU1*H1GI4 DEPRESS*H1GI4 SAD*H1GI4 WORTHLIV*H1GI4/CHISQ; BY MALE;/*DEPRESS SAD WORTHLIV*/

  16. Making connections with a community of learners and teachers

  17. Access is more than the availability of seats. It is about providing a welcoming place at the table.

  18. Acknowledgements TUES0942246 from the National Science Foundation Lauren B. Dachs Grant in Support of Interdisciplinary Research in the Social Impacts of Science. Center Grant (NIDA DA010075) awarded to the Methodology Center, Penn State University Numerous colleagues and advisors have generously contributed to the development of this course: Drs. George Cobb, Lisa Harlow, Daniel Long, Michael Singer, Wendy Rayack, Erika Fowler, Manolis Kaparakis and Jennifer Rose.

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