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Activity Number: 71 - Teaching the First Course in Statistics
Type: Contributed
Date/Time: Monday, August 3, 2020 : 10:00 AM to 2:00 PM
Sponsor: Section on Statistics and Data Science Education
Abstract #313385
Title: Replacing Final Exams with Poster Presentations in Large Introductory Statistics Classes
Author(s): Kristin Harvey*
Keywords: undergraduate education; statistics education; experiential learning

Rather than a final exam, students in our 100-200 person non-major classes create an individual research project. We wanted our largely pre-med students, required to take the courses, to experience the entire research process before graduating. Every student proposes an original idea, collects data, analyzes it, creates a poster (formatted to standard paper sizes), and presents their findings at our final poster session. In fall, 1800 students conducted peer reviews and presented their posters to instructors and classmates during sessions in an 8-hour period. Scaffolded throughout the semester, this experiential learning experience is possible as weekly lab work develops skills in data analysis and in-class discussions teach the limitations of studies and analysis methods. Students often realize that their study design was flawed, but they see that even failed research is a learning experience. Because the poster can be done at a student's pace and they receive feedback throughout, we create an equitable and inclusive classroom, especially for students who suffer from test anxiety or require accommodations for typical exams. Changes for the online transition also will be discussed.

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

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