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Playing with Numbers: Bringing Statistics to Life in the Undergraduate Classroom
Unformatted Document Text:  Nordyke, Moulton and Nesbit  Page 17    - ”I have learned things I will use in the real world” - “I have taken away very useful information and interpretation skills from this course” - “Subject seems useful in real-life situations, and this can’t be said for every math course” - “Professor Moulton made learning statistics practical and fun” - “The class made statistics easy to understand” - “The class had an easy to follow progression of material.” One of the elements we would like to add is a more systematic evaluation of student responses to the project. Specifically we would like to develop a questionnaire devoted just to the project itself to be given at the end of the course. Conclusion Knowing both the enjoyment and challenge that can come from good statistics courses and the disappointment that comes from bad ones, we have sought to make our statistics courses interesting and relevant for our students. The statistical analysis project we have developed, along with the accompanying activities and assignments has allowed us to do that in a way that is challenging for our students and still feasible for us as instructors. We have found that the project fosters increased class participation, greater student understanding, and draws connections between the course concepts. We are only beginning our development of pedagogical techniques though and look forward to continually revising our methods. We welcome others to use our ideas and to offer suggestions for improvement.

Authors: Nordyke, Shane., Moulton, Stephanie. and Nesbit, Becky.
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Nordyke, Moulton and Nesbit 
Page 17 
 
-
”I have learned things I will use in the real world”
-
“I have taken away very useful information and interpretation skills from this course”
-
“Subject seems useful in real-life situations, and this can’t be said for every math course”
-
“Professor Moulton made learning statistics practical and fun”
-
“The class made statistics easy to understand”
-
“The class had an easy to follow progression of material.”
One of the elements we would like to add is a more systematic evaluation of student responses to
the project. Specifically we would like to develop a questionnaire devoted just to the project
itself to be given at the end of the course.
Conclusion
Knowing both the enjoyment and challenge that can come from good statistics courses
and the disappointment that comes from bad ones, we have sought to make our statistics courses
interesting and relevant for our students. The statistical analysis project we have developed,
along with the accompanying activities and assignments has allowed us to do that in a way that is
challenging for our students and still feasible for us as instructors. We have found that the
project fosters increased class participation, greater student understanding, and draws
connections between the course concepts. We are only beginning our development of
pedagogical techniques though and look forward to continually revising our methods. We
welcome others to use our ideas and to offer suggestions for improvement.



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