ADVENTURES IN THE FLIPPED CLASSROOM FOR INTRODUCTORY

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1 ADVENTURES IN THE FLIPPED CLASSROOM FOR INTRODUCTORY A M Y N U S S B A U M A N D M O N N I E M C G E E STATISTICS S R C O S J U N E 5, Amy Nussbaum and Monnie McGee SRCOS, June 5, 2013

2 FLIPPED CLASSROOMS A pedagogical model in which the typical lecture and homework elements of a course are reversed (Educause 2012) Advantages: Students control the pace of the lectures. Students can learn from one another Interaction with the instructor Encourages self-motivation

3 STATISTICS One of three sections taught during spring of 36 students completed the course 8:30 9:20 a.m. Tuesday and Thursday, Labs on Wednesdays Introduction to Business Statistics Required as a business core course Text: Moore, et.al., 3 rd Edition Twice-weekly lecture Weekly data analysis lab using Excel Weekly homework, two mid term exams, one final, data analysis project

4 FLIPPING Daily reading and YouTube videos about basic statistical topics Daily quizzes to test understanding and comprehension of the topics covered in the text and videos Lectures became problem-solving sessions BlackBoard records everything

5 PROBLEM SOLVING Ten to twenty minutes going over issues from quizzes Remainder of class time working problems Price of the last haircut for 7 students Calculate the mean, median, deviations from mean, and SD Remove the smallest data point and recalculate Which statistic changes the most?

6 USING BLACKBOARD Homework, lab, quiz, and exam scores are all recorded on Blackboard Blackboard User Reports User Activity Report: measures where each user spends his time and how often she visits (number of times). Course Activity Overview: measures how much time (in hours) each user spends on Blackboard and when he goes. Reports can be set to cover a certain time period (e.g., the week before an exam, the first month of the class, etc.)

7 PROFESSOR COLLECTED DATA (SEVEN IN CLASS QUIZZES) Student ID Quiz 1/31 Quiz 2/12 Quiz 2/26 Quiz 2/28 Quiz 3/28 Quiz 4/9 Quiz 4/11 Final Grade

8 INVESTIGATING VARIABLES Homework Grade Lab Grade Quiz Grade Frequency Frequency Frequency Hours Preparation Hits Total Hits Frequency Frequency Frequency Attendance Total Points Final Grade Frequency Frequency Frequency

9 INVESTIGATING RELATIONSHIPS Total Final.Exam HW.Total Lab.Total Quiz.Total

10 INVESTIGATING RELATIONSHIPS Hours Class.Prep.Hits Total.Hits Attendance

11 LINEAR MODELS Midterm One: 0.30 < Adjusted R 2 < 0.40 Midterm Two: 0 < Adjusted R 2 < 0.20 Midterm One Y = total number of points between beginning of course and midterm one X = Course preparation hits, hours spent on BB Midterm Two Y = total number of points between beginning of course and midterm two X = Course preparation hits, hours spent on BB

12 NO A FOR EFFORT AT LEAST, NOT AS MEASURED BY HOURS ON B B

13 ENTER ATTENDANCE DATA Y = Final Grade X = Hours spent on BB, Number of times participating in class, interaction Coefficient SE T-Stat P-value Intercept Attendance Hours Interaction

14 A FOR EFFORT AND ATTENDANCE W E L L W E K N O W THE RELATIONSHIP IS NOT C A USAL

15 COMPARISONS Three Sections Experienced flipper (70 students, 9:00 MW) Traditional lecture (x students, 12:00 MW) Novice flipper (32 students, 8:30 TR) Student Learning Outcomes for Quantitative Foundations courses Students will be able to solve problems using algebraic, geometric, calculus, and/or statistical computational methods Students will be able to interpret and/or draw inferences from mathematical models, data, graphs and/or formulas

16 EXAMPLE QUESTIONS Calculation In a large city, the percent of total spending that households devote to housing is normally distributed, with an unknown mean μ. I select a simple random sample of 100 households and determine the percent of each household s total spending that is devoted to housing. The sample mean is 35% and the sample standard deviation is 9%. Calculate, a 95% confidence interval for μ. Interpretation A 95% confidence interval for the mean μ of a population is computed from a random sample and found to be 9 ± 3. We may conclude We are 95% certain that each member of the population has a value between 6 and 12. We are 95% certain that the sample mean is between 6 and 12. We are 95% certain that the population mean is between 6 and 12. The probability is 95% that if we chose a member from this population at random, its value would be between 6 and 12.

17 SLO ASSESSMENT Same twelve Final Exam questions for each of three sections of Statistics 2301 Six calculation Six interpretation Other professor specific questions on each exam Counted percentage of students who correctly answered four or more of six questions in two categories

18 ASSESSMENT RESULTS Experienced (70 Students) 44 out of 70 for calculation 49 out of 70 for Interpretation Traditional (70 Students) 63 out of 70 for calculation 45 out of 70 for calculation Novice (32 Students) 14 of 32 for calculation 25 of 32 for interpretation

19 COMMENTS Big Data Work load Confounding variables Chickens & Crutches Student perception Humanities courses

20 MY QUESTIONS TO YOU Experimental design? What should we measure as the outcome? Can we do this across universities? Grant mechanisms in place?

CHEMISTRY 3A INTRODUCTION TO CHEMISTRY SPRING

CHEMISTRY 3A INTRODUCTION TO CHEMISTRY SPRING ---- 2007 INSTRUCTOR: Dr. Phil Reedy Office: Cunningham 321 Telephone: 954-5671 email: preedy@deltacollege.edu WEBSITES: www.deltacollege.edu/emp/preedy www.preparatorychemistry.com