APAC 2018: Service-Learning and Statistics

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This week I am leading a workshop at the 2018 AP Annual Conference on “Statistics and Service-Learning” in Houston, TX. The talk is on integrating service-learning projects into AP Statistics curriculum, specifically with the goal of impacting students on an affective level.In addition to the resources that you will find below, feel free to check out some of the prior posts on service learning:

ABSTRACT:

This session will equip participants to design, implement, and evaluate AP Statistics service-learning projects in which students partner with nonprofit organizations in their local community. These projects synthesize the major concepts of experimental design, data analysis, and statistical inference in the real-world context of community service. Through these projects students integrate their conceptual understanding of statistics with the practical functioning of their local community, ultimately gaining a deeper appreciation for the role of statistics in the organization and evaluation of service societies.

PRESENTATION:

You can click the image below to find the PowerPoint that accompanied my presentation.

 

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For many of the service-learning projects that my students have completed I am indebted to the willing partnership of Mobile Loaves and Fishes. Here is some introductory information on this great ministry:

Community First! Village Goes Beyond Housing for Austin Homeless, from the Austinot

10 THINGS TO CONSIDER BEFORE IMPLEMENTING A SERVICE-LEARNING PROJECT:

The following are the foundational questions that you as an instructor should consider and reflect upon prior to implementing a service-learning project. This list is not meant to be chronological though some aspects will naturally precede others. Start by considering the course learning objectives and your method of assessing those objectives and then go from there.

1.What are the major learning objectives/big ideas/enduring understandings for your course?

The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes:

  • Exploring Data: Describing patterns and departures from patterns
  • Sampling and Experimentation: Planning and conducting a study
  • Anticipating Patterns: Exploring random phenomena using probability and simulation
  • Statistical Inference: Estimating population parameters and testing hypotheses

2. What are real-world situations where students can apply the concepts studied in your course?

  • Identifying a non-profit service agency which requires survey research (program evaluation, client needs assessment, etc.)
  • Students develop a survey instrument, conduct survey, compile and code data, analyze data, present results

3. List some potential community partners along with some basic descriptors that may impact how your students work with each partner (ex: What is the size of the organization? What issues does the organization address? Is the organization non-profit, governmental, religiously affiliated? Etc.) In lieu of a partner organization you can also consider a general community need for students to address. List some general descriptors of the project involved in addressing this community need.

4. Look for potential matches between organizations on your list from question 3 and your responses to questions 1 and 2. If there are multiple potential matches then consider the pros/cons of each and list them. Be sure to recognize how your matching affects the organization of the project (large scale as a class v. small scale as groups), which in turn may affect your response to question 5 below.

5. Once you have begun narrowing potential community partners that offer opportunities for students to interact with course content, consider how will you assess students? What will be the final product? What expectations will you have for students throughout the project and how will you communicate that to the students?

6. How will students be organized to meet the objectives that they will be assessed on? Will students work as individuals, teams, as a whole class?

7. How will students be equipped to complete the project successfully? What will they have gained from the course up to the point of assigning the project that will aid them? What additional tools/skills/knowledge will students need as the project proceeds?

8. What will be the timeframe for the project? How will students be held accountable to the timeframe? At what points will students receive feedback on their progress?

9. Why should students care about the project? What will you do as an instructor to get student buy-in on the project?

10. How will students reflect throughout the project? What opportunities will you provide for students to pause and consider the work they have done?

HANDOUTS:

From my AP Statistics Project 2018:

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(Clicking the image above will take you to the students’ final presentation)

From my AP Statistics Project 2016-17:

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Screen Shot 2016-06-29 at 1.10.27 PM

From my 2015-16 AP Statistics Project (Organized as an entire class project over the full year):

From my 2014-15 AP Statistics Project (Organized as small group projects in the spring semester):

*NOTE: some documents above were also used in this project, either in the form in which they are posted above or in a slightly modified version

EXTERNAL RESOURCES:

 

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SCL 2017: Cultivating Mathematical Affections through Service-Learning

This week I am giving a presentation at the 2017 Society for Classical Learning (SCL) conference on “Cultivating Mathematical Affections through Service-Learning.” The talk is on integrating service-learning projects into mathematics curriculum, specifically with the goal of impacting students on an affective level. Since this is my dissertation topic, I’ve presented on it numerous times before – and now that my dissertation is done (!), I hope to finally be able to devote more time to building out resources on this site. In addition to the resources that you will find below, feel free to check out some of the prior posts on service learning:

ABSTRACT:

This session will examine the benefits of service-learning projects in mathematics. Service-learning projects engage students in integrating their conceptual understanding of math with the practical functioning of their local community. Ultimately students gain deeper content knowledge and a deeper appreciation for the role math plays in society.

PRESENTATION:

You can click the image below to find the PowerPoint that accompanied my presentation.

Screen Shot 2017-06-18 at 8.53.29 PM

For many of the service-learning projects that my students have completed I am indebted to the willing partnership of Mobile Loaves and Fishes. Here is some introductory information on this great ministry:

How a Food Truck, Faith and Community Welcomes the Homeless, from the Huffington Post.

“Teaser” for Inferno Films latest feature documentary. from layton blaylock on Vimeo.

10 THINGS TO CONSIDER BEFORE IMPLEMENTING A SERVICE-LEARNING PROJECT:

The following are the foundational questions that you as an instructor should consider and reflect upon prior to implementing a service-learning project. This list is not meant to be chronological though some aspects will naturally precede others. Start by considering the course learning objectives and your method of assessing those objectives and then go from there.

1.What are the major learning objectives/big ideas/enduring understandings for your course?

2. What are real-world situations where students can apply the concepts studied in your course?

3. List some potential community partners along with some basic descriptors that may impact how your students work with each partner (ex: What is the size of the organization? What issues does the organization address? Is the organization non-profit, governmental, religiously affiliated? Etc.) In lieu of a partner organization you can also consider a general community need for students to address. List some general descriptors of the project involved in addressing this community need.

4. Look for potential matches between organizations on your list from question 3 and your responses to questions 1 and 2. If there are multiple potential matches then consider the pros/cons of each and list them. Be sure to recognize how your matching affects the organization of the project (large scale as a class v. small scale as groups), which in turn may affect your response to question 5 below.

5. Once you have begun narrowing potential community partners that offer opportunities for students to interact with course content, consider how will you assess students? What will be the final product? What expectations will you have for students throughout the project and how will you communicate that to the students?

6. How will students be organized to meet the objectives that they will be assessed on? Will students work as individuals, teams, as a whole class?

7. How will students be equipped to complete the project successfully? What will they have gained from the course up to the point of assigning the project that will aid them? What additional tools/skills/knowledge will students need as the project proceeds?

8. What will be the timeframe for the project? How will students be held accountable to the timeframe? At what points will students receive feedback on their progress?

9. Why should students care about the project? What will you do as an instructor to get student buy-in on the project?

10. How will students reflect throughout the project? What opportunities will you provide for students to pause and consider the work they have done?

HANDOUTS:

From my AP Statistics Project:

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Screen Shot 2016-06-29 at 1.10.27 PM

From my Geometry project:

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EXTERNAL RESOURCES:

NCTM 2017: Cultivating Mathematical Affections through Service-Learning

This week I am leading a workshop at the 2017 NCTM Annual Conference in on “Cultivating Mathematical Affections through Service-Learning.” The talk is on integrating service-learning projects into mathematics curriculum, specifically with the goal of impacting students on an affective level. Since this is my dissertation topic, I’ve presented on it numerous times before – and now that my dissertation is done (!), I hope to finally be bale to devote more time to building out resources on this site. In addition to the resources that you will find below, feel free to check out some of the prior posts on service learning:

ABSTRACT:

This session will examine the benefits of service-learning projects in mathematics. Service-learning projects engage students in integrating their conceptual understanding of math with the practical functioning of their local community. Ultimately students gain deeper content knowledge and a deeper appreciation for the role math plays in society.

PRESENTATION:

You can click the image below to find the PowerPoint that accompanied my presentation.

Screen Shot 2017-04-06 at 11.21.32 AM.png

For many of the service-learning projects that my students have completed I am indebted to the willing partnership of Mobile Loaves and Fishes. Here is some introductory information on this great ministry:

Community First! Village Goes Beyond Housing for Austin Homeless, from the Austinot

10 THINGS TO CONSIDER BEFORE IMPLEMENTING A SERVICE-LEARNING PROJECT:

The following are the foundational questions that you as an instructor should consider and reflect upon prior to implementing a service-learning project. This list is not meant to be chronological though some aspects will naturally precede others. Start by considering the course learning objectives and your method of assessing those objectives and then go from there.

1.What are the major learning objectives/big ideas/enduring understandings for your course?

2. What are real-world situations where students can apply the concepts studied in your course?

3. List some potential community partners along with some basic descriptors that may impact how your students work with each partner (ex: What is the size of the organization? What issues does the organization address? Is the organization non-profit, governmental, religiously affiliated? Etc.) In lieu of a partner organization you can also consider a general community need for students to address. List some general descriptors of the project involved in addressing this community need.

4. Look for potential matches between organizations on your list from question 3 and your responses to questions 1 and 2. If there are multiple potential matches then consider the pros/cons of each and list them. Be sure to recognize how your matching affects the organization of the project (large scale as a class v. small scale as groups), which in turn may affect your response to question 5 below.

5. Once you have begun narrowing potential community partners that offer opportunities for students to interact with course content, consider how will you assess students? What will be the final product? What expectations will you have for students throughout the project and how will you communicate that to the students?

6. How will students be organized to meet the objectives that they will be assessed on? Will students work as individuals, teams, as a whole class?

7. How will students be equipped to complete the project successfully? What will they have gained from the course up to the point of assigning the project that will aid them? What additional tools/skills/knowledge will students need as the project proceeds?

8. What will be the timeframe for the project? How will students be held accountable to the timeframe? At what points will students receive feedback on their progress?

9. Why should students care about the project? What will you do as an instructor to get student buy-in on the project?

10. How will students reflect throughout the project? What opportunities will you provide for students to pause and consider the work they have done?

HANDOUTS:

From my AP Statistics Project:

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Screen Shot 2016-06-29 at 1.10.27 PM

From my Geometry project:

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EXTERNAL RESOURCES:

APAC 2016: Statistics, Significance, and Service

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This week I am leading a workshop at the 2016 AP Annual Conference on “Statistics, Significance, and Service” in Anaheim, CA. The talk is on integrating service-learning projects into AP Statistics curriculum, specifically with the goal of impacting students on an affective level. In addition to the resources that you will find below, feel free to check out some of the prior posts on service learning:

ABSTRACT:

This session will equip participants to design, implement, and evaluate service-learning based statistics projects in which students partner with non-profit organizations in their local community. These projects synthesize the major concepts of experimental design, data analysis, and statistical inference in the real-world context of community service, ultimately cultivating in students a deeper appreciation for the discipline of statistics. In this session participants will evaluate successful examples of such projects, critically analyze the benefits of the innovative assessment methods involved, and engage in discussion assessing the feasibility and logistics of implementing service projects in their own curriculum.

(This session will expand on the session “Serving the Community through Statistics” from the 2015 AP Annual Conference by including results of my completed dissertation research on cultivating a productive disposition in statistics students through service learning)

PRESENTATION:

You can click the image below to find the PowerPoint that accompanied my presentation.

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10 THINGS TO CONSIDER BEFORE IMPLEMENTING A SERVICE-LEARNING PROJECT:

The following are the foundational questions that you as an instructor should consider and reflect upon prior to implementing a service-learning project. This list is not meant to be chronological though some aspects will naturally precede others. Start by considering the course learning objectives and your method of assessing those objectives and then go from there.

1.What are the major learning objectives/big ideas/enduring understandings for your course?

The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes:

  • Exploring Data: Describing patterns and departures from patterns
  • Sampling and Experimentation: Planning and conducting a study
  • Anticipating Patterns: Exploring random phenomena using probability and simulation
  • Statistical Inference: Estimating population parameters and testing hypotheses

2. What are real-world situations where students can apply the concepts studied in your course?

  • Identifying a non-profit service agency which requires survey research (program evaluation, client needs assessment, etc.)
  • Students develop a survey instrument, conduct survey, compile and code data, analyze data, present results

3. List some potential community partners along with some basic descriptors that may impact how your students work with each partner (ex: What is the size of the organization? What issues does the organization address? Is the organization non-profit, governmental, religiously affiliated? Etc.) In lieu of a partner organization you can also consider a general community need for students to address. List some general descriptors of the project involved in addressing this community need.

4. Look for potential matches between organizations on your list from question 3 and your responses to questions 1 and 2. If there are multiple potential matches then consider the pros/cons of each and list them. Be sure to recognize how your matching affects the organization of the project (large scale as a class v. small scale as groups), which in turn may affect your response to question 5 below.

5. Once you have begun narrowing potential community partners that offer opportunities for students to interact with course content, consider how will you assess students? What will be the final product? What expectations will you have for students throughout the project and how will you communicate that to the students?

6. How will students be organized to meet the objectives that they will be assessed on? Will students work as individuals, teams, as a whole class?

7. How will students be equipped to complete the project successfully? What will they have gained from the course up to the point of assigning the project that will aid them? What additional tools/skills/knowledge will students need as the project proceeds?

8. What will be the timeframe for the project? How will students be held accountable to the timeframe? At what points will students receive feedback on their progress?

9. Why should students care about the project? What will you do as an instructor to get student buy-in on the project?

10. How will students reflect throughout the project? What opportunities will you provide for students to pause and consider the work they have done?

HANDOUTS:

From my 2015-16 AP Statistics Project (Organized as an entire class project over the full year):

From my 2014-15 AP Statistics Project (Organized as small group projects in the spring semester):

*NOTE: some documents above were also used in this project, either in the form in which they are posted above or in a slightly modified version

ADDITIONAL RESOURCES:

Hadlock, C.R. (2005). Mathematics in service to the community: Concepts and models for service-learning in the mathematical sciences. Washington, DC: Mathematical Association of America.

            Chapter 3: Service-Learning in Statistics

Reed, G. (2005). “Perspectives on statistics projects in a service-learning framework.” In C.R. Hadlock (Ed.), Mathematics in service to the community: Concepts and models for service-learning in the mathematical sciences. Washington, DC: Mathematical Association of America.

Root, R., Thorme, T., & Gray, C. (2005). “Making meaning, applying statistics.” In C.R. Hadlock (Ed.), Mathematics in service to the community: Concepts and models for service-learning in the mathematical sciences. Washington, DC: Mathematical Association of America.

Sungur, E.A., Anderson, J.E., & Winchester, B.S. (2005). “Integration of service-learning into statistics education.” In C.R. Hadlock (Ed.), Mathematics in service to the community: Concepts and models for service-learning in the mathematical sciences. Washington, DC: Mathematical Association of America.

Hydorn, D.L. (2005). “Community service projects in a first statistics course.” In C.R. Hadlock (Ed.), Mathematics in service to the community: Concepts and models for service-learning in the mathematical sciences. Washington, DC: Mathematical Association of America.

Massey, M. (2005). “Service-learning projects in data interpretation.” In C.R. Hadlock (Ed.), Mathematics in service to the community: Concepts and models for service-learning in the mathematical sciences. Washington, DC: Mathematical Association of America.

Chapter 6: Getting Down to Work

Webster, J. & Vinsonhaler, C. (2005). “Getting down to work – a ‘how-to’ guide for designing and teaching a service-learning course.” In C.R. Hadlock (Ed.), Mathematics in service to the community: Concepts and models for service-learning in the mathematical sciences. Washington, DC: Mathematical Association of America.

“Service-Learning and Mathematics” webpage:

Bailey, B. & Sinn, R. (2011). “Real Data & Service Learning Projects in Statistics.” Service-learning in collegiate mathematics, MAA contributed paper session, 2011 Joint Mathematics Meetings, New Orleans, LA.

Hydorn, D. (2011). “Community Service-Learning in Mathematics: Models for Course Design.” Service-learning in collegiate mathematics, MAA contributed paper session, 2011 Joint Mathematics Meetings, New Orleans, LA.

PRIMUS, Vol. 23 (6)

Hadlock, C.R. (2013). “Service-learning in the mathematical sciences.” PRIMUS, Vol. 23 (6), pp. 500-506.

Other

Lynn Adsit’s blog on implementing a service-learning project in AP Stats

Harry, A. & Troisi, J. (2014). “Service-Oriented Statistics.” 

Hampton, M.C. (1995). Syllabus for Intro to Statistics. University of Utah. 

Duke, J.I. (1999). “Service-Learning: taking mathematics into the real world.” The Mathematics Teacher, 92 (9), pp. 794-796, 799.

Leong, J. (2006). High school students’ attitudes and beliefs regarding statistics in a service-learning-based statistics course. Unpublished doctoral dissertation. Georgia State University.

For many of the service-learning projects that my students have completed I am indebted to the willing partnership of Mobile Loaves and Fishes. Here is some introductory information on this great ministry:

Community First! Village Goes Beyond Housing for Austin Homeless, from the Austinot

CAMT 2016: Cultivating Mathematical Affections through Service-Learning

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This week I am leading a workshop at the 2016 Conference for the Advancement of Mathematics Teaching in San Antonio, TX on “Cultivating Mathematical Affections through Service-Learning.” The talk is on integrating service-learning projects into mathematics curriculum, specifically with the goal of impacting students on an affective level. Since this is my dissertation topic, I’ve written about it numerous times before here on GodandMath.com. In addition to the resources that you will find below, feel free to check out some of the prior posts on service learning:

ABSTRACT:

This session will equip participants to design, implement, and evaluate service-learning projects in which students partner with non-profit organizations. Through these projects, students integrate their conceptual understanding of math with the practical functioning of their local community, ultimately gaining deeper knowledge of content and a deeper appreciation for the role math plays in society. Examples from geometry and statistics will be provided.

PRESENTATION:

You can click the image below to find the PowerPoint that accompanied my presentation.

Screen Shot 2016-06-29 at 12.35.59 PM

For many of the service-learning projects that my students have completed I am indebted to the willing partnership of Mobile Loaves and Fishes. Here is some introductory information on this great ministry:

Community First! Village Goes Beyond Housing for Austin Homeless, from the Austinot

10 THINGS TO CONSIDER BEFORE IMPLEMENTING A SERVICE-LEARNING PROJECT:

The following are the foundational questions that you as an instructor should consider and reflect upon prior to implementing a service-learning project. This list is not meant to be chronological though some aspects will naturally precede others. Start by considering the course learning objectives and your method of assessing those objectives and then go from there.

1.What are the major learning objectives/big ideas/enduring understandings for your course?

2. What are real-world situations where students can apply the concepts studied in your course?

3. List some potential community partners along with some basic descriptors that may impact how your students work with each partner (ex: What is the size of the organization? What issues does the organization address? Is the organization non-profit, governmental, religiously affiliated? Etc.) In lieu of a partner organization you can also consider a general community need for students to address. List some general descriptors of the project involved in addressing this community need.

4. Look for potential matches between organizations on your list from question 3 and your responses to questions 1 and 2. If there are multiple potential matches then consider the pros/cons of each and list them. Be sure to recognize how your matching affects the organization of the project (large scale as a class v. small scale as groups), which in turn may affect your response to question 5 below.

5. Once you have begun narrowing potential community partners that offer opportunities for students to interact with course content, consider how will you assess students? What will be the final product? What expectations will you have for students throughout the project and how will you communicate that to the students?

6. How will students be organized to meet the objectives that they will be assessed on? Will students work as individuals, teams, as a whole class?

7. How will students be equipped to complete the project successfully? What will they have gained from the course up to the point of assigning the project that will aid them? What additional tools/skills/knowledge will students need as the project proceeds?

8. What will be the timeframe for the project? How will students be held accountable to the timeframe? At what points will students receive feedback on their progress?

9. Why should students care about the project? What will you do as an instructor to get student buy-in on the project?

10. How will students reflect throughout the project? What opportunities will you provide for students to pause and consider the work they have done?

HANDOUTS:

From my AP Statistics Project:

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Screen Shot 2016-06-29 at 1.10.27 PM

From my Geometry project:

Screen Shot 2016-06-29 at 1.08.28 PMScreen Shot 2016-06-29 at 1.08.42 PM

Screen Shot 2016-06-29 at 1.38.50 PM

EXTERNAL RESOURCES:

AP Conference Presentation: Serving the Community through Statistics

2015-apac-home

This week I am leading a workshop at the 2015 AP Conference in Austin, TX on “Serving the Community through Statistics: A Capstone Project.” The talk is on integrating service-learning projects into AP Statistics. Being that this is kinda my dissertation topic, I’ve written about it numerous times before here on GodandMath.com. In addition to the resources that you will find below, feel free to check out some of the prior posts on service learning:

ABSTRACT:

This session will equip participants to design, implement, and evaluate service-learning based statistics projects in which students partner with non-profit organizations in their local community. These projects synthesize the major concepts of experimental design, data analysis, and statistical inference in the real-world context of community service. Through these projects students integrate their conceptual understanding of statistics with the practical functioning of their local community, ultimately gaining a deeper appreciation for the role statistics plays in the organization and evaluation of service societies. In this session participants will explore several successful examples of such projects, identify the key components of a successful project, engage in discussion assessing the feasibility and logistics of implementing service projects in their own curriculum, and critique project evaluation rubrics.

PRESENTATION:

You can click the image below to find the PowerPoint that accompanied my presentation.

wilkerson apac 2015

SUMMARY PACKET:

I prepared a packet of information for those attending my session. You can access the packet here. The packet contains the following:

  1. Presentation Outline
  2. Classroom Handouts
  3. Resources

ADDITIONAL HANDOUTS:

I could not include every classroom handout that I use in the packet that I prepared. Here are some of those additional handouts:

EXTERNAL RESOURCES:

Mathematics: Building Community

A while back I wrote a post on “Geometry and the Homeless.” That post was after my first year if partnering with Mobile Loaves and Fishes Community First on a service-learning project for my advanced geometry students. I have now been blessed to have worked with MLF on service-learning projects for the past three years.

Here is a video on MLF’s heart for the Community First project:

I have worked with geometry students on designing RV covers, gazebos, bike racks, and spiral herb gardens. Below is a picture of last year’s winning gazebo design and the current building progress:

photo (1)IMG_2246

I am beginning my dissertation this summer. It will focus on the benefits of service-learning projects in mathematics and it will specifically examine the partnership between my students and MLF. So needless to say, you can expect a lot of future posts on this topic. Ultimately I believe that service-learning is an incredible way to impact a student’s appreciation of mathematics. To use terminology that I’ve written on before: service-learning is an excellent tool for cultivating mathematical affections.

While you can expect much more on this topic here, I wanted to share a recent video that I came across of other institutions partnering with MLF through the process of service-learning. The institution in the video below just so happens to be my alma mater of Texas A&M (Whoop!): Aggies design, build ‘tiny homes’ for homeless as part of curriculum – The Eagle: Local News.

Tiny House Video from TAMU College of Architecture on Vimeo.

Here are a few quotes from the local article that accompanied the video that speak to the impact of this type of project on the learning outcomes the students experienced:

Construction science senior Laura Malek said working on a project that was going to help a “great cause” was a huge motivator during the process. The project also mimicked a real-life work environment, she said, by bringing together students who wouldn’t normally work together.

“Today was so much fun,” she said. “It was amazing to actually see our work in place and actually get some outside feedback. It felt a little surreal to finally see it there today finished and painted. It meant a lot. People seemed to really enjoy the space and that felt really great after our hard work.”

An interesting side note is that the student quoted in the story is the sister of one of the students that was a part of the first ever service-learning project I initiated (see: Serving through Statistics).

Like I said, there will be a lot more to come on this.

Always feel free to contact me if you have any questions about implementing service-learning into your math class.