Teaching theory-based courses can be challenging when compared to studio courses. Instructors sometimes struggle to transform students’ academic and research skills into professional experiences. This is unlike studio courses which emphasize learning by doing. This presentation discusses the benefits of integrating experiential learning into theory-based courses, specifically from the planning discipline perspective, as a means of increasing undergraduate students ability to translate theory into practical experiences. Approaches to incorporating and assessing experiential learning into the classroom are discussed.
Statistical anxiety: Its impact on graduate students’ development of statistical literacy, Stephanie Whitney, School of Environment, Resources and Sustainability (SERS)
In order to make use of statistical data, researchers (and citizens, alike) need to be statistically literate. As such, competency in statistical analysis is seen as critical in many academic disciplines, and has become a requirement in many ‘non-scientific’ graduate-level higher education programs, many of which have traditionally shied away from advanced mathematics. This study identified three key themes with the literature: the prevalence of statistical anxiety amongst graduate-level students taking quantitative research methods courses, the negative impacts of statistical anxiety on the development of statistical literacy, and the increasing use, by instructors and course designers, of innovative teaching methods, to mitigate this effect. The development of statistical literacy was also modelled as a learning process.
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