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Activity Number: 312
Type: Contributed
Date/Time: Tuesday, August 2, 2016 : 8:30 AM to 10:20 AM
Sponsor: Section on Statistical Education
Abstract #319484
Title: Addressing Challenges to Implementing Active Learning for All Sections of Introductory Statistics at a Large University
Author(s): Ginger Rowell* and Lisa Holmes Green and Nancy Holmes McCormick and Scott Holmes McDaniel and Jeremy Holmes Strayer
Companies: Middle Tennessee State University and Middle Tennessee State University and Middle Tennessee State University and Middle Tennessee State University and Middle Tennessee State University
Keywords: active learning ; engaging pedagogies ; statistics education ; introductory statistics

Graduate student teaching assistants and faculty new to teaching introductory statistics or new to using active learning may face difficulties in implementing active learning in the introductory statistics course. This presentation describes a professional development model created to support instructors in effectively integrating active learning and engaging pedagogies in all sections of introductory statistics at a large university. As part of that model, an Introductory Statistics Course Community was created to help incorporating best practices for professional development. Faculty in this group share planning, ask and answer each other's course content and curriculum questions, reflect on their class experiences, and explore pedagogical changes. Through this process, key approaches for overcoming challenges for implementing this engaging pedagogy were identified and an eye is kept toward ensuring the model is sustainable. This presentation also includes evidence from participants indicating their overall response to this faculty development and evidence on how faculty with different levels of experience in teaching statistics differ in their needs for support from a community.

Authors who are presenting talks have a * after their name.

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