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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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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NCTM Research Conference 2018

I was honored to present my dissertation results at the 2018 NCTM Research Conference in Washington D.C. The paper I submitted was entitled “Cultivating Mathematical Affections through Engagement in Service-Learning.”

You can view the presentation below:

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Service-Learning in Mathematics Workshop

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Regents School of Austin, where I teach, will be hosting an institute for teachers and I’ll be leading a workshop on implementing service-learning in math courses. The target audience is math teachers at any level K-16 or pre-service math teachers.

Here are the details:

This workshop will assist you in developing successful service-learning projects in mathematics. Service-learning projects engage students in integrating their conceptual understanding of mathematics 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.

Several examples of service-learning projects will be presented in detail from geometry and statistics, as well implementable ideas for other math courses. You will have the opportunity to brainstorm and work in conjunction with other educators to analyze the key components of a successful project, engage in discussion assessing the feasibility and logistics of implementing service projects in your own curriculum, critique project evaluation rubrics, and begin the design of your own service-learning project.

You will leave this workshop equipped to:

  • Determine the keys to a rewarding service-learning experience (after hearing personal testimony from students and community partners)

  • Modify and implement sample materials from past Regents projects (including project descriptions, calendars, and grading rubrics)

  • Connect the enduring understandings of your course with a community need

  • Evaluate student learning outcomes in keeping with your curriculum

  • Engage students with meaningful applications of math in the personal context of their local community

If you are interested, here is the link to registration page (that contains further details). 

The cost is $250 for the service-learning in math session (this isn’t completely clear on the registration page). Feel free to contact me if you have any questions and please share with colleagues that you think might be interested.