The recent statistics education reform movement has advocated the adoption of many supplements to the introductory statistics course. These include hands-on activities, extensive use of technology, student projects, reflective writing, oral presentations, collaborative learning, and case studies. Combined with a full curriculum of topics for a variety of majors, this appears to be a daunting wish list. This paper offers some suggestions, based on experience at a small university, as to how to integrate many of these techniques, allowing them to build on and complement each other. Benefits and tradeoffs of implementing these techniques will be discussed, including issues of time commitment from the perspective of both students and instructors.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education