Statistics Teaching and Learning Corner
In a previous blog, I wrote about representation as one of the guidelines for Universal Design for Learning (UDL). In this blog post, I am going to concentrate on engagement.
A few years ago, if you had asked me about Universal Design for Learning, I would have said Universal Design for Learning is just captioning videos. Although this is important, it did not make the light bulb in my head start flashing with excitement. However, Universal Design for Learning (UDL) is much more than just captioning. UDL is a framework for embracing variability in how our students learn. As statisticians, I think we should feel our hearts swell just a little about acknowledging variability in how our students learn.
With the 2022 Joint Statistical Meetings upon us, we wanted to share what our editors and contributing authors will be presenting in Washington, D.C. Take a look and we hope to see you there!
Tl;dr -- Our classrooms are plagued with societal expectations which oppress certain students’ opportunities to learn and build an identity as a statistician/data scientist. Our students deserve more mindful approaches to group work and methods that create equitable spaces for everyone.
Throughout the pandemic, I’ve experimented with a variety of communication tools, synchronous and asynchronous ones, to better connect with my students...Frustrations led me on the search for an alternative platform. That’s when I stumbled across Ed Discussion.
Before March 2020, I was not a very flexible teacher in terms of course policy. I was quite rigid on deadlines unless there were emergencies and exams were “one and done.” ...I needed to find a better balance between increasing flexibility for students and the amount of time I spent negotiating logistical details. That summer, I read Small Teaching Online, which is where I first heard about the idea of using “Oops tokens.”
StatTLC 