Rethinking Practice: Using Faculty Evaluations to Teach Statistics

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.