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Abstract
Since 1975 the Department of Mathematics and Statistics at Massey University, New Zealand has been teaching a large first year introductory statistics course using the Keller Plan. Over the years the structure and organization of the course have evolved to meet various contingencies that have arisen including problems such as record keeping, devising acceptable pacing strategies and Constructing tests. In this paper these contingencies are discussed together with the various measures that have subsequently been adopted.