Rethinking Practice: Using Faculty Evaluations to Teach Statistics

Abstract

This article explains why and how a course in general linear models was restructured. This restructuring resulted from a need to more fully understand traditional teaching evaluations, coupled with a desire to introduce more meaningful data into the course. This led to the incorporation of a longitudinal dataset of teaching evaluations into the lecture material and assignments. The result was a deeper appreciation of how students perceive my teaching, specifically, and a greater understanding of how statistics courses, in general, can be taught more effectively.

Supplemental data for this article can be accessed on the publisher's website.

• General linear models
• Longitudinal data
• Teaching effectiveness

Acknowledgements

I would like to thank Marilyn Cochran-Smith, Camelia Rosca, and Ann Kennedy for their critical reviews of this paper.