Teaching Introductory Statistics to Non-Stem Learners: A Data Driven Redesign Experience
Nimet Alpay – Franklin University
Introductory statistics has always been a challenging topic to learn for most college students, especially for those who are majoring in non-STEM fields. In this session, a general overview of an introductory statistics course will be given to the audience followed by a summary of recent redesign process of introductory statistics course at Franklin University. The session will conclude with some future plans to improve the course and with some suggestions for teachers.
Teaching Methodological Reasoning to MPA Students
Alex Heckman – Franklin University
Often quantitative courses for Master's students are the same as those for doctoral students, yet we know that most Master's students will be practitioners who will not conduct their own original research or apply sophisticated statistical techniques. Too often we also emphasize technical skills too much and interpretation too little. Building on ideas advanced by Desai (2008), I developed a curriculum that emphasizes being a critical consumer of research so that students can evaluate studies and research proposals for decision making. I advance a dialogue on what we should be teaching Master's student's and offer some ideas about how to do it.
Room: Phillips Hall 234
