B1I: Using evidence-based strategies to engage & motivate students in large introductory statistics lectures

Abstract

Teaching introductory statistics in large lecture settings (100+ students) presents unique challenges where fostering engagement and motivation becomes even more crucial. Students are easily distracted by technology and competing demands for their attention. Tasked with increasing the introductory statistics class size while maintaining learning objective mastery and not increasing faculty burden, we relied on two books about student engagement and learning for course design. A collaborative group of colleagues read and discussed insights from Distracted: Why Students Can’t Focus and What You Can Do About It by James Lang and How Learning Works: Eight Research-Based Principles for Smart Teaching (2nd edition) by Susan A. Ambrose and colleagues. This session will focus on evidence-based strategies that use principles of cognitive psychology, educational research, and active learning to engage students and keep them motivated within larger classes. We will discuss key insights from these books, such as the importance of attention, active engagement, self-regulation, and building a community of learners. We will provide practical examples of implementing these ideas in large statistics classrooms including Lang’s suggested approach to managing student phones and technology. Attendees will explore ways to design effective, interactive activities and use technology to foster participation in large classrooms. Through group discussion and hands-on activities, participants will leave with concrete, actionable ideas to implement in their courses.