Statistics

courses we are working on

Status as of May 2016:
Course Learning goals New Assessments Improved Methods
STAT 200: Elementary Statistics for Applications
('07 start)

Faculty: Eugenia Yu, Yew-Wei Lim
STLF: Gaitri Yapa

PDFSTAT 200 Learning Outcomes (learning goals)
Course-level goals: complete

Topic-level goals: complete

Ongoing discussion for improvement, with faculty who are/will be teaching for the first time.
Compared the effectiveness of two different lab activities in helping students understand sampling distributions.

Comparison of student performances on exam and midterm questions following targeted interventions.

On-line mid-course survey, for small amount of credit, elicits sizeable response and useful data.

Survey given during study skills workshop to gather data on student study habits.

Following up on student test performances to evaluate the effectiveness of the study skills session.
Developed and trialed worksheets/in-class activities for use in each class.

Clicker questions used in every class.

Lab activities improved to focus on key concepts that learners typically find difficult.

Students work together in pre-assigned groups within each lab.

Pre-reading quizzes trialed to begin each lab session.

TAs completed a feedback survey on their opinions about each lab session.

Weekly on-line assignments in WeBWorK, eleven in total.

Two-stage midterm and final examination trialed, in which students collaborated in their lab groups for part of the tests.

Adopted more efficient method for grading written assignments to reduce turnaround time.

Study skills sessions offered to help students study for the course more effectively and make links between the assessment tools and the learning goals.
STAT 203: Statistical Methods
(2015-2016)

Faculty: Bruce Dunham
Course-level goals: complete

Topic-level goals: complete
All lecture and lab sessions use in-class activities on which students work in preselected groups. Class activities are supported by clicker questions.

On-line homework assignments in WeBWorK, with eleven sets of questions created.

Two-stage midterm test and final exam adopted, in which students collaborate in their lab groups for part of each test.
STAT 241/251: Elementary Statistics
(Sept '11 start)

Faculty: Yew-Wei Lim
STLF: Gaitri Yapa

Poster (CWSEI EOY 2012): Recent Developments in the Transformation of Statistics Courses with Highlights on Revisions to STAT 241/251 Labs
Course-level goals: complete

Topic-level goals: complete
Intervention used to address misconception identified on midterm exam question.

On-line mid-course survey, for small amount of credit, elicits sizeable response & useful data, including data on study habits.

Post-course interviews, also used to validate a new concept inventory, explore student retention.

Following up on student test performances to evaluate the effectiveness of the study skills session.
Context rich problems included in assignments, midterm tests and examination.

On-line homework assignments in WeBWorK, ten sets of questions in total.

New material incorporated to expand the number of labs.

Students work together in pre-assigned groups within each lab.

TAs completed a feedback survey on their opinions about each lab session.

Study skills sessions offered to help students study for the course more effectively and make links between the assessment tools and the learning goals.
STAT 300: Intermediate Statistics for Applications
(Sept '12 start)

Faculty: Bruce Dunham, Paul Gustafson, Lang Wu
STLF: Gaitri Yapa
Course-level goals: complete

Topic-level goals: complete

On-line mid-course survey, for small amount of credit, elicits sizeable response and useful data.

Planning to investigate how students taking this course perform on STAT 305 and STAT 306 compared to peers who did not take STAT 300.

Comparison of performances on a final examination question suggests learning gain due to WeBWorK homework.
All lecture and lab sessions use in-class activities on which students work in preselected groups. Class activities are supported by clicker questions.

Detailed course notes created, available via course website.

New labs in Earth Science Building provide better environment for group-based activities.

TAs completed an on-line feedback survey on their opinions about each lab session.

Two-stage midterm test and final exam trialed, in which students collaborated in their lab groups for part of each test.

On-line homework assignments in WeBWorK, with ten sets of questions created.

Twenty-four short “pencast” mini-lectures made available on-line.

Course successfully transferred to another instructor from the original instructor via a co-teaching project.
STAT 302: Introduction to Probability
(Sept '11 start)

Faculty: Alexandre Bouchard-Cote, Eugenia Yu
STLF: Gaitri Yapa
Course-level goals: complete

Topic-level goals: complete
Post-course knowledge retention interviews conducted, with eight student participants so far.

On-line mid-course survey, for small amount of credit, elicits sizeable response & useful data.

Effectiveness of an intervention – teaching on topic via in-class activity compared to traditional lecture – compared via student performance on final examination question over two terms.
Clicker questions developed and used for each lecture.

Created and trialed ten in-class activities to target concepts where student misconceptions have been observed.

Students work on activities in pre-selected groups each class.

Weekly WeBWorK on-line homework assignments created, twelve sets in total.
STAT 305: Introduction to Statistical Inference
(Sept '12 start)

Faculty: John Petkau, William Welch
STLF: Gaitri Yapa
Course-level goals: complete

Topic-level goals: complete
Post-course knowledge retention interviews on-going.

On-line mid-course survey, for small amount of credit, elicits sizeable response and useful data.
All lecture and lab sessions use in-class activities on which students work in preselected groups. Class activities are supported by clicker questions.

New labs in Earth Science Building provide better environment for group-based activities.

On-line homework assignments in WeBWorK, with nine sets of questions developed.

TAs completed an on-line feedback survey on their opinions about each lab session.
STAT 443: Time Series and Forecasting
(Sept '09 start)

Faculty: Bruce Dunham, Natalia Nolde
STLF: Gaitri Yapa

PDFSTAT 443 Learning Outcomes (learning goals)
Course-level goals: complete

Topic-level goals: complete
On-line mid-course survey planned, for small amount of credit. All lecture and lab sessions use in-class activities on which students work in preselected groups. Class activities are supported by clicker questions.

Regular lab sessions recently introduced.

TAs complete an on-line feedback survey on their opinions about each lab session.

On-line homework assignments in WeBWorK, with six sets of questions developed.

Two-stage midterm test and final exam adopted, in which students collaborate in their lab groups for part of each test.
PDFPoster (CWSEI EOY 2013): An Overview of Transformations of Statistics Courses via CWSEI, with highlights on interactive engagement in STAT 300, STAT 302 and STAT 305

PDFPoster (2009): CWSEI Projects in the Department of Statistics

STAT 100 – Statistical Thinking: A rather novel introductory course in the discipline, STAT 100 involves six "modules", each on a different theme in statistical science accessible to learners who have not had previous exposure to the discipline. The course was offered for the second time in 2009, and after the first run it was decided by the teaching team (of five instructors) that clickers would be used in future to help improve student engagement. This idea was implemented, and in-house training and support was offered by Eugenia Yu. Nearly all of the faculty in the department have used clickers in their teaching.

STAT 335 – Statistics in Quality Assurance: This course was revived in 2008, having not been offered for some years. The new incarnation of the course was enhanced using CWSEI methodology. In particular:
(a) Learning outcomes were devised.
(b) Detailed books of notes covering the material were created and posted online.
(c) In-class activities were used in the lectures, during which the students would work in groups on an activity, aided by the support of the instructor.
(d) Laboratory activities involving group work were used to illustrate concepts using computer applications.
PDFSTAT 335 Learning Outcomes (learning goals)