Large Classrooms, Statistics, and R (Oh My!): Strategies for Teaching Statistics Effectively in Large Undergraduate Courses

Introductory statistics courses are a critical part of the psychology undergraduate curriculum. They prepare students to both understand psychological research and to critically consumers of information. Introductory statistics courses offer opportunities for students to develop statistical literacy skills, research skills, and software experiences that can prepare students for a variety of careers. Despite the value of learning statistics, not all students are excited to take part in the class. In fact, some students may be anxious about taking the class and others may plan to engage minimally to trudge through a course requirement. This can lead students to disengage from the course at the outset or to withdraw when the material becomes more complicated. In this talk, I will discuss ways to engage students in a large introductory classroom and activities that keep students engaged while learning. These include ways to foster connection, methods of asking questions, and group work in class. I will also discuss student perceptions of the class and relationships to learning.