This page serves as the syllabus for the STAT 592: Teaching Statistics course in Fall 2024. Feel free to scroll through the page and/or use the navigation links I've provided. If you find something that doesn't work, please let me know so I can fix it.

Last Updated: 8/31/2024

Course Description

This course is designed to help students become better teachers and communicators of statistics. Further the course seeks to prepare students to supervise undergraduate statistics students in lab, small group settings, and as the lead instructor of undergraduate courses. Students learn about and discuss pedagogy in statistics, gain experience with practice teaching, and improve via individual feedback.

Focus will be on skills and best practices for leading a class or discussion. You have the luxury of being in a department that has several faculty who are actively involved in Statistics Education research. In fact, our Statistics Department is one of the best in the country with regards to Statistics Education. Please take advantage of this opportunity while you are part of thie community.

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Course Meeting Info

Our course meets once a week, in person, all semester with the exception of university holidays and closures. Each meeting is 75 minutes in length.

  • Location: Borland 118
  • Time: Thursdays, 1:35pm to 2:50pm (ET)

Changes of venue (as needs arise) will be announced via email as soon as possible.

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Instructor Contact Info

The instructor for this semester is Neil J. Hatfield. I use he/him/his pronouns and am readily reachable via Penn State email. You can also connect with me through Microsoft Teams and by phone--(814) 863-7664.

I also encourage students to come visit with me in person when possible. My office is Thomas 425A. I have an open door policy.

As the semester gets underway, I will announce when I have Student Hours scheduled for this course. Student Hours will be held either in Thomas 424/425 or Thomas 425A.

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Course Materials

Required Texts
You will not need to purchase any texts for this course. All required readings will be posted in Canvas via Persuall.
Optional Texts
A text that students can refer to to continue their learning would be The Learning and Teaching of Statistics and Probability: A Perspective Rooted in Quantitative Reasoning and Conceptual Coherence.
Technology
Students will need access to a computer, the internet, and some application for preparing documents (e.g., Microsoft Office, Markdown, LaTeX, etc.)

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Course Goals and Objectives

Course Goals

Our current goal for Stat 592 is to provide graduate students of all backgrounds experiences which will help them become successful educators whether they are leading labs/recitations, overseeing small groups of students, or teaching their own sections of a statistics course.

Learning Objectives

We have adopted the following learning objectives for this course.

  • Students will construct a practical understanding of the Guidelines for Assessment and Instruction in Statistics Education (GAISE) 2016 college report.
  • Students will develop their ability to de-center and think about potential student thinking which might underpin student responses.
  • Students will develop their own arsenal of pedagogical tools (e.g., active learning techniques, questioning strategies, assessments) that they can incorporate into their teaching.
  • Students will create and enact mini-teaching lessons.
  • Students will engage in self-reflection and self-evaluation in terms of pedagogical knowledge.

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Teacher and Student Responsibilities

All members of our class community have responsibilities.

Shared Responsibilities--Rules of Engagement

  1. Speak with Meaning: Everything that a person says should carry meaning to others. Each of us needs to do our best to avoid vague phrases and pronouns without clear antecedents (i.e., what the pronoun refers to). Explain and justify your reasoning, statements, arguments, etc.
  2. Exhibit Intellectual Integrity: Base your statements on what you understand and what you're still wrestling with. There is courage and power in admitting to where you are struggling. Avoid making statements that reflect what you believe are what someone else wants to hear. Each of us should feel empowered to express your confusion and/or struggles with the material. This will help make the class much more productive for everyone.
  3. Strive to Make Sense: There are underlying threads of coherence between various ideas we'll talk about throughout the course. As your instructor, I'll do my best to raise your awareness of these threads. However, I can't do your learning, thinking, or growing for you. Thus, you must take the lead in your education throughout the course. Each of you has a powerful support system you can make use of: your peers and your instructor. You may encounter ideas that run counter to what you understand--do not dismiss them out of hand; seek to understand the nature of those ideas.
  4. Respect the Learning Process of Others: Allow people the opportunity to think, reflect, and construct their understandings. When assisting your students or your peers, pose questions to help them construct meaning rather than show them how to get an answer.

Updated: Student Responsibilities

The Fall 2024 class came up with the following responsibilities for students enrolled in the class.

  • Avoid using language that trivializes challenges others may have (e.g., "clearly", "obviously", etc.)
  • Provide support for one another
  • Be active in class
  • Stay engaged and attentative
  • Respect diverse opinions
  • Actively participate
  • Be mindful of the space you take; let others have a turn
  • Be prepared for each class
  • (Adequately) Contribute in groups
  • Be respectful

Updated: Teacher Responsibilities

Here's what the Fall 2024 class generated as teacher responsibilities.

  • Avoid using language that trivializes challenges others may have (e.g., "clearly", "obviously", etc.)
  • Be aware of students' total workload
  • Keep topics relavent to students
  • Be tolerant of mistakes
  • Help students improve their expression of ideas (communication)
  • Keep a good/positive attitude
  • Help point out cultural aspects as they relate to the course and teaching
  • Communicate expectations and deadlines
  • Make sure that students have time to prepare

Additionally, there were a few suggestions that were more on the fun side: bring baked goods, provide recipes, and give students extra points for wearing ties.

Attendance and Participation Policy

Attendance and participation are vitally important for our class community. Attending each class session is an important part of becoming a professional member of our community. However, attendance alone will not guarantee that each person will get the most they can out of the course. This is where your participation comes into play. I will do what I can to provide a variety of ways for people to participate.

Attendance

You will need to attend each class session baring illness, participation in a Univeristy sanctioned event, religious observance/practice, or other legitimate circumstances (e.g., governmental elections). Please let me know if you are going to be absent. Abscences can jeopardize your final course grade.

Students who are absent three or more times throughout the semester may receive a failing grade for the course. (Note: Three abscences is equivalent to missing 20% of the course.)

Updated: Participation

Given that this course is primarily discussion based, your participation is absolutely necessary. The Fall 2024 class came up with the following as hallmarks of participating.

  • Being innovative
  • Having confidence
  • Being respectful of others
  • Engage in self-learning
  • Get involved in the discussions
  • Don't work on other things during class
  • Ask/answer questions relavent to class
  • Patiently listen to others
  • Provide verbal/visual feedback
  • Show up to class

Eberly College of Science Code of Mutual Respect and Cooperation

Within the Eberly College of Science we have a set of 12 principles meant to capture and convey the values we hope that all members of our community will choose to embody and make the college a rewarding community for all. Please take a moment to look through The Eberly College of Science Code of Mutual Respect and Cooperation.

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Assignments and Assessment

My Assessment Approach

Given that this course is meant to help you become better teachers of statistics as well as well as prepare you to supervise undergraduate students in a variety of situations, my approach to assessment is pragmatic in nature. I am interested in your growth over the semester. While a final grade will be assigned, I want you to focus on your participation and reflections, not the accumulation of points.

Types of Assignments

For the most part, assignments in this course come in following types/flavors. All assignments are meant to help you get the most out of this course and to support everyone in havinga productive class session.

Readings
Each member of the class community will need to complete the assigned readings ahead of the scheduled class discussion. Readings will be posted in Canvas via the Perusall. Perusall is a platform that will help you actively engage with the text and each other when reading.
Discussions
Each member of the class community will need to contribute to our weekly class discussions. This can be done through a combination of sharing your throughts in small group settings, whole class discussion, and Perusall comment threads.
Writing Assignments
I will provide the class with a series of prompts to which you will need to respond. The prompts will be varied in nature. Some might ask you to share your beliefs and opinions about something, others might ask you to summarize a class discussion or a paper. Some prompts will ask you to be creative and express your thinking in new ways and some will require you to engage in self-reflection and introspection. Unless otherwise announced, you'll submit your writing via a Canvas assignment.
Teaching Demonstrations
Each student will be asked to prepare at least one teaching demonstration (details will be shared in the course).

Late Submissions

Generally speaking, late submissions can have a negative impact not only on yourself but the rest of our class community. Given the discussion-centered nature of this course, not completing reading assignments ahead of class will greatly harm our community. We want to be the best community members that we can be and support everyone.

This also means that we need to be able to show and give grace to each other. We must all acknowledge that sometimes unexpected things occur and can cause problems. To this end, we need to keep open lines of communication. Reach out to me and keep me informed of external pressures.

Updated: Examination Policy

The Fall 2024 class voted to not have a Final Exam nor any tests.

Grading Policy

While there are different types of assignments, they are all equally important to your growth. Thus, there no category weights.

Final Course Grades
Course Letter Grade Hallmarks
A The student attended all of the classes, completed all assignments in satisfactory ways, and was an active participant throughout the course, providing meaningful contributions.
B The student attended all of the classes, completed most assignments in satisfactory ways, and was an active participant throughout the course.
C The student attended most classes, but rarely made meaningful contributions. While they submitted most assignments, their work was often borderline satisfactory.
D The student attended some classes and/or rarely participated. They completed a few assignments and/or their assignments were mostly at a surface (unsatisfactory) level.
F The student either 1) did not attend any of the classes, 2) attended a few classes and did not meaningfully participate, 3) did not complete any teaching demos, and/or 4) did not complete any course assignments.

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Tentative Course Calendar

Tentative Fall 2024 Schedule
Week Date Topic
1 Thursday, August 29, 2024 Welcome
2 Thursday, September 5, 2024 Assessment and Feedback, Part 1
3 Thursday, September 12, 2024 Assessment and Feedback, Part 2
4 Thursday, September 19, 2024 Conceptual Understanding
5 Thursday, September 26, 2024 Learning Objectives and Outcomes
6 Thursday, October 3, 2024 Statistics Learning Environments
7 Thursday, October 10, 2024 Intro to Models of Teaching
8 Thursday, October 17, 2024 Diving Deeper into Inquiry-Based Learning
9 Thursday, October 24, 2024 The DNR Framework
10 Thursday, October 31, 2024 Lesson Planning
11 Thursday, November 7, 2024 Lesson Planning
12 Thursday, November 14, 2024 Debrief and Plan
13 Thursday, November 21, 2024 Debrief and Plan
14 Thursday, November 28, 2024 Thanksgiving-No Class
15 Thursday, December 5, 2024 Implications of Our Teaching
16 Thursday, December 12, 2024 Being Reflective
17 Thursday, December 19, 2024 Finals Week

Please keep in mind that this calendar can and will change to better meet our needs.

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Inclusive Practices

As a class community, we need to be respectful and welcoming of all members. Inclusive practices start from day one and are important to me.

Land Acknowledgement

The Pennsylvania State University campuses are located on the original homelands of the Erie, Haudenosaunee (Seneca, Cayuga, Onondaga, Oneida, Mohawk, and Tuscarora), Lenape (Delaware Nation, Delaware Tribe, Stockbridge-Munsee), Monongahela, Shawnee (Absentee, Eastern, and Oklahoma), Susquehannock, and Wahzhazhe (Osage) Nations. As a land grant institution, we acknowledge and honor the traditional caretakers of these lands and strive to understand and model their responsible stewardship. We also acknowledge the longer history of these lands and our place in that history.

Gender Identity

Our institution's official policy states that "The Pennsylvania State University recognizes the need or preference for members of the University community to refer to themselves by a first name other than their legal first name as well as self-assert a gender other than their legal gender or their gender at the time of birth (AD 84)." One way we can support self-identification is by honoring the name and pronouns that each of us go by.

Many people (e.g., international students, performers/writers, trans & non-binary people, and others) might go by a name in daily life that is different from their legal name. In this classroom, we seek to refer to people by the names that they go by.

Pronouns can be a way to affirm someone's gender identity, but they can also be unrelated to a person's identity. They are simply a public way in which people are referred to in place of their name (e.g., "he" or "she" or "they" or "ze" or something else). In this classroom, you are invited (if you want to) to share what pronouns you go by, and we seek to refer to people using the pronouns that they share. The pronouns someone indicates are not necessarily indicative of their gender identity.

Visit Trans and Non-Binary Penn State to learn more.

Educational Equity and Reporting Bias

Penn State University has adopted a Protocol for Responding to Bias Motivated Incidents that is grounded in the policy that the "University is committed to creating an educational environment which is free from intolerance directed toward individuals or groups and strives to create and maintain an environment that fosters respect for others." That policy is embedded within an institution traditionally committed to academic freedom.

Bias motivated incidents include conduct that is defined in University Policy AD 91: Discrimination and Harassment, and Related Inappropriate Conduct. Students, faculty, or staff who experience or witness a possible bias motivated incident are urged to report the incident immediately by doing one of the following:

  • Submit a report via the Report Bias webpage
  • Contact one of the following offices:
    • University Police Services, University Park: 814-863-1111
    • Multicultural Resource Center, Diversity Advocate for Students: 814-865-1773
    • Office of the Vice Provost for Educational Equity: 814-865-5906
    • Office of the Vice President for Student Affairs: 814-865-0909
    • Affirmative Action Office: 814-863-0471
    • Dial 911 in cases where physical injury has occurred or is imminent.

Academic Accommodations

One of the greatest things about being human is that we are each our own unique person. As such, there is a whole realm of neurodiveristy in any classroom. What some people need to have comfort and success in our class will be different from those of others. We welcome all individuals from across the neurodiviersity spectrum. I ask that we provide grace and space for all people to be themselves. Graduate students are entitled to appropriate academic accomodations just as undergraduate students.

If you are feel like you're having problems in the course, please come see me and let's see what we can do to help you. This might include reaching out the Student Disability Resources office (or other offices on campus).

If you currently have academic accommodations, please make sure to talk with me as soon as possible so that we can get everything in place.

If you've had academic accommodations in the past but haven't registered with the Student Disability Resources office, I encourage you to do so. Having the accommodations does not mean that you have to use them but they do provide you with an additional support system. To start the process, please reach out through the Student Disability Resources (SDR) website, which provides contact informaiton for every Penn State campus.

Counseling and Psychological Services

Many students at Penn State face personal challenges or have psychological needs that may interfere with their academic progress, social development, or emotional well-being. The university offers a variety of confidential services to help you through difficult times, including individual and group counseling, crisis intervention, consultations, online chats, and mental health screenings. These services are provided by staff who welcome all students and embrace a philosophy respectful of clients' cultural and religious backgrounds, and sensitive to differences in race, ability, gender identity, and sexual orientation.

Military Personnel

Veterans and currently serving military personnel and/or spouses with unique circumstances (e.g., upcoming deployments, drill/duty requirements, disabilities, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made. Check out Penn State's Veterans Affairs and Services website for more information.

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What is the policy on cheating and/or getting help in the class?

Why is academic integrity important?

A central aspect of education is that you build your knowledge and develop ways of thinking that will support you in your life and career. As one of your educators, part of my role is to assess your learning so that I can help you build the most productive ways of thinking. In order for me to best help you, I need the most accurate and reliable data about your thinking and learning. Academic integrity is a key to this process.

A person demonstrates academic integrity when they engage in any scholarly/educational activity in an open, honest, and responsible manner. This is part of our shared responsibilities.

What are the different ways in which a person might violate academic integrity policies?

There are many different ways in which a person's actions may directly or indirectly lead to violating Academic Integrity. Keep in mind whether a person acts intentionally or accidentaly, that action could still result in violating Academic Integrity. The best advice I can give is to always talk with your instructors before you submit the assignment. Here are a few of the broad categories of actions that lead to violation of academic integrity.

  • Plagiarism: This action occurs when someone presents someone else's work as their own, including their own. This can describe situations from forgetting to cite a source to copying someone's work without their knowledge. Avoid plagiarism by citing your sources (for figures, images, code, etc.) and giving credit to the ideas and work of others.
  • Self-Plagarism: Self-plagiarism occurs when a person submits work that they've submitted elsewhere; for example, taking a paper from one class and submitting that paper (even with minor changes) for a grade in a different class without prior authorization. Avoid self-plagarism by talking with your instructors about whether improving a past assignment might be work for the assignment's learning objectives.
  • Collusion: This action is similar to plagiarism but rather than one person being at fault, multiple people are working together. If one person gives another the answers to an assignment, that person is violating Academic Integrity just as much as the person submitting the assignment. Keep in mind that collusion can happen between students who aren't enrolled in the same section or even the same course. Avoid collusion by verifying with your instructor from the start whether you can work with others; then be sure to give credit to who did what.
  • Ghost Writing: This action is a more consequential form of collusion. Here someone does and submits work the behalf of someone else, by pretending to be this other person. Typically, the ghost writer is getting some benefit (e.g., a payment) to do the work, but not always. Avoid ghost writing by doing your own work; if you need assistance (e.g., typing assistance) be sure to talk with your instructor and the Student Disabilty Resources Office.
  • Improper Technology Use: What qualifers as proper and improper technology usage will vary from course to course. Generally, this captures any actions where technology plays a central role in the violation. This spans actions such as (but not limited to) using devices that aren't allowed on the assignment, using artificial intelligence systems (e.g., chatbots), using messaging groups to share answers, and getting/posting answers online (e.g., sites like Chegg, CourseHero, etc.). At the core of all these actions lies a person presenting someone else's work as their own. Avoid using technology improperly by seeking clarification about when, how, and what technologies are allowed on assignments.

The best advice I can provide is to talk with your instructor before you submit any assignment. Once you submit, you've solidified your action and there isn't anything your instructor can except to report the violation.

A person violates academic integrity when they act in a way either (dis-)advantages themselves or (dis-)advantages someone else that is not explicitly allowed ahead of time. While people have a variety of reasons for choosing to act in such ways (e.g., stress, lack of time, perssure to perform, etc.), we need to keep in mind that choosing to violate academic integrity impacts everyone. The person violating academic integrity weakens their own academic growth--they do not receive the feedback that is actually necessary for their growth. The class community suffers as such cases delay giving feedback, and erode the sense of trust in the community.

In order for me to best help you learn, each student needs to submit their own work. Class members may work on assignments in groups, but each student must write up answers in their own words and submit their own answers unless otherwise announced.

What are the differences between collusion, people working together, and group work?

The major distinction between collusion, working together, and group work comes down to what has been explicitly allowed by the instructor. Collusion is never allowed.

I encourage students to work together on assignments. However, when students work together, each person is individually responsible for their own work. Having one person answer the questions, write the code, etc. and then pass the results to the other person is not working together. Rather, each person should be engaged in the problems, sharing ideas, thoughts, and approaches. The individual differences in how we each write and talk should be present in the answers and work each person submits. Working together can enrich the learning of all those who are actively participating.

Group work occurs when the instructor gives an activity or assignment that is meant to be completed by a group of students together with a single submission for the group. This is not a violation of academic integrity due to the specifications the instructor has set up for the assignment.

Where can I get help for this course?

Part of learning involves running into situations where you don't instantly have a solution. Rather, you have to think about the problem, try a few things, and then pieces fall into place. You do not have to engage in such struggles alone. Getting help is a great way to help you engage in productive struggle that leads to better learning. However, not all sources of help will actually support your learning and growth. Here are my suggestions for places to seek help.

  1. Check your course notes and class recordings.
  2. Talk with your classmates.
  3. Make use of Student Hours.
  4. Email your instructor.

When you are getting help be sure that you are not crossing the line and having someone else do your learning for you.

Can I use ChatBots/Generative AI in this course?

Chatbots such as OpenAI's ChatGPT, Google's Gemini, Perplexity AI, Anthropic's Claude, or Microsoft's Copilot appear confident in the answers they provide. However, their answers are not always logical nor stand up to scrutiny. If a person relies upon chatbots to do their work, they will miss out on critical opportunities to develop the ways of thinking necessary to detect problems with AI generated answers.

An important part aspect of this course is to help you develop foundational ways of thinking about teaching so that you can create your own lessons. Using tools such as generative AI to design, create, prepare lessons plans for you not only cheats yourself of an invaluable learning opportunity, but it also cheats your students. Therefore, unless explicit permission is given for a particular assignment, the entire class community (the instructor, the students, TAs, etc.) should actively refrain from using generative AI tools. When such use is explicitly authorized, that work should be properly documented. Direct usage of output from chatbots should be treated much like a direct quotation; derivations of such output should be treated as paraphrased text.

Updated: Generative AI Policy

Based upon the input I received from the class, I have put in place the following policy around using generative AI tools for this course (Stat 592).

Allowed Usages
We (i.e., members of the class community) may use a spelling/grammar focused genAI tool (e.g., Grammarly) to offer assistance in addressing spelling and grammar errors. The tool must be explictily built for such usage. However, using the tool to go beyond fixing spelling/grammar mistakes and doing more substantive re-writing is NOT allowed.
Disallowed Usages
We shall not use any genAI tools to conduct literature reviews nor summarize any readings that we are to in class.
We shall not use any genAI as a substitute for coming up with our own ideas nor as a replacement for doing our own brainstorming.
We shall not use any genAI tools to complete any writing assignments (essays, lesson plans, etc.) that are part of the class.
Citation Required
In the event that a genAI tool is allowed (other than for spelling/grammar checks), we shall dutifully cite 1) which genAI tool(s) we used used (including version information), 2) the exact prompt(s) we used along with any subsequent prompts, and 3) the exact response we received from the tool. This information must be provided as an appendix to the submitted work.

Any use case of genAI not explicitly mentioned should be handled under the philosophy of "Ask First". Using genAI tools during the course in ways that are inconsistent with this policy shall be violations of Academic Integrity.

Consequences

Any instances of academic dishonesty will be pursued under the University and Eberly College of Science regulations concerning academic integrity. For more information on academic integrity, see Penn State's statement on plagiarism and academic dishonesty.

University Policies

Important Dates for the Fall 2024 Semester

  • Classes Begin on Monday, August 26, 2024
  • Regular Drop Deadline is Saturday, August 31, 2024
  • Regular Add Deadline is Sunday, September 1, 2024
  • Labor Day-No Classes-Monday, September 2, 2024
  • Final Exam Conflict Filing Period is September 30 to October 20, 2024
  • Late Add/Drop Deadline is Friday, November 15, 2024
  • Thanksgiving Holiday-No Classes-November 24-November 30, 2024
  • Withdrawal Deadline is Friday, December 13, 2024
  • Classes End on Friday, December 13, 2024

University Closings

Should the university close due to weather or campus emergencies, please be sure to follow any directions included in the University's official announcement. You can stay up to date on such announcements by signing up for PSUAlert (https://psualert.psu.edu/psualert) and/or following Penn State on social media.

In the event of university closure, we will not meet in person. Please check your PSU email and Canvas for further course announcements.

Deferred Grades

If you are prevented from completing this course within the prescribed amount of time for reasons that are beyond your control, it is possible to have the grade deferred with the concurrence of the instructor, following Penn State Deferred Grade Policy 48-40. To seek a deferred grade, you must submit a written request (by e-mail or U.S. post) to the instructor describing the reason(s) for the request. Non-emergency permission for filing a deferred grade must be requested before the beginning of the final examination period. It is up to the instructor to determine whether or not you will be permitted to receive a deferred grade. If permission is granted, you will work with the instructor to establish a communication plan and a clear schedule for completion within policy. If, for any reason, the coursework for the deferred grade is not complete by the assigned time, a grade of "F" will be automatically entered on your transcript.

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Additional Information

Instructor Absence

In the event that I'm not able to attend class, I will send out an annoucement for what the plan will be. This may include having a guest speaker/instructor (a substitute), for work time (independent or in groups), or cancel the session. Such information will be announced as needed via PSU email/Canvas.

Syllabus Changes

The syllabus for this course (and all other course syllabi) does not constitute a legal contract. Further, I intend for this syllabus to change to reflect the decisions we make as a community on several areas listed above as well as adapting to our needs throughout the semester. Changes to the syllabus will be announced in class and updated here.

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