Four Perspectives on Flipping the Statistics Classroom: Changing Pedagogy to Enhance Student-Centered Learning

Abstract

The term “flipped” or “inverted” classroom includes a broad range of pedagogical innovations, and has recently received a significant amount of press. Although flipping an entire course might be a more extreme step than most are able to take, we discuss modular ideas for change that can be more easily implemented. This paper offers the perspective of four faculty members at different institutions who have all flipped material in statistics courses that were already highly interactive and activity-based. We share common pitfalls and core ideas that were found among diverse environments.

Keywords:

• Flipped classroom
• introductory statistics
• inverted classroom

Additional information

Notes on contributors

Shonda R. Kuiper

Shonda R. Kuiper is a Professor of Mathematics and Statistics at Grinnell College. She teaches a variety of statistics courses, with an emphasis on the application of statistics in multiple disciplines. She is also the recipient of two National Science Foundation grants to develop materials for undergraduate statistics courses. Her textbook, Practicing Statistics, and website, Stat2Labs, enable students to apply statistical analysis to many disciplines by teaching advanced statistical concepts in the context of real-world research questions.

Robert H. Carver

Robert H. Carver is Professor of Business Administration at Stonehill College where he has taught courses in statistics, decision sciences, information systems, management and public policy since 1982. He has also taught at the International Business School at Brandeis University since 2004, and has received awards for teaching excellence both at Stonehill and Brandeis. Rob has published several statistical software texts, most recently Practical Data Analysis with JMP and serves on the Editorial Board of the Journal of Statistics Education. He holds a Ph.D. in public policy from the University of Michigan at Ann Arbor. When time allows, he enjoys making Windsor chairs and turning bowls.

Michael A. Posner

Michael A. Posner is an Associate Professor of Statistics at Villanova University whose publications and research span the fields of statistics education research, biostatistics, public health, health care research, statistics and the law, educational research, and analysis of observational studies. He is an active member in the statistics education community as well as the founding director of the Center for Statistics Education at Villanova University. Dr. Posner is the recipient of three National Science Foundation education-related grants as well as the 2012 Alder Award (MAA) and the 2012 Waller Award (ASA) for distinguished teaching by a beginning faculty member.

Michelle G. Everson

Michelle G. Everson has a PhD in Educational Psychology and is a Statistics Education Program Specialist in the Department of Statistics at The Ohio State University. She enjoys introducing students to the importance and real-world application of statistical ideas. She is especially interested in developing and teaching online courses that include much activity and discussion on the part of students. She received the Waller Education Award from the American Statistical Association (ASA) in 2011, and she is the current Editor of the Journal of Statistics Education.