Parents & Families
Diversity & Inclusion
Mathematics & Statistics Workshop
Private Tutoring Report Form
Attached Tutor Activities Report Form
Tutor Job Application
Private Tutor Request Form
Math 215 End-of-Semester Survey
Please complete the following survey which is designed to get end-of-semester feedback regarding the format and structure of this course.
Part I: Feedback on the Flipped Format of the Class
As you know, this was the first time Statistics has been offered with a Flipped Format in which content delivery took place outside of the classroom allowing for shorter lectures in class but more work on problems. Some of the desired learning outcomes for the class were not stats-related, in fact, some of those outcomes might be considered "life skills" such as: an improved ability to read a (math) textbook, an improvement in skills when working collaboratively in groups, and an increased ability to learn independently.
Did you watch any video screencasts throughout the semester?
Pros to watching video screencasts?
What, if anything, do you like about the screencasts?
Cons to watching video screencasts?
What, if anything, do you dislike about the screencasts?
Please explain why you chose not to watch any video screencasts prior to the associated class.
Feedback on the Reading Quizzes.
What are your thoughts on the daily Reading Quizzes? Did they help identify important aspects of the reading? Did they provide some moments where you could try problems in a low stakes environment? Did it feel like a chore to complete the daily reading quizzes? General comments?
Part II: Assessing the Course as a Whole
How would you describe the workload for this course? Did you find the reading quizzes and homework assignments reasonable?
How would you rate the difficulty level of the homework assignments?
How would you describe your experience working in groups? Did you find it beneficial? Were there aspects that you disliked? Did you find working with the whiteboards to be useful in terms of keeping the group focused on the problem or a hindrance? Do you think you learned any worthwhile strategies for effectively and efficiently working in groups?
How long are you willing to work on a problem you don't know how to solve?
During the first week of the semester you answered this question on a survey. Perhaps you don't remember your specific answer, but the class answered that, on average, you and your classmates were willing to work approximately 30 minutes on a difficult problem before giving up. After spending much of the semester with an increased focus on independent reading and group work on problems, is your answer different now?
The Future of Math 214 & Math 215
The math department is considering making changes to the Math 214 - 215 sequence. In particular, we are interested in your feedback regarding the format of these courses? Would you recommend that 215 always be taught with this flipped format? What kind of recommendation would you suggest for Math 214? An alternate possible shift in the year-long sequence would be to commingle the topics from probability and statistics from the start of the first semester while also introducing additional data analysis using R (an open source statistical analysis software tool). In other words, approaches to analyzing data (CIs, Hyp Tests, etc) might be interspersed with relevant topics from probability theory instead of doing a whole semester of probability followed by a whole semester of stats. We would love to hear your thoughts on any of these ideas.
Please include any additional comments here about the course, in general. (This may include unsolicited info on the flipped format or anything else you have on your mind.)
Information collected through this form is covered by our website