One of our favorite statistics resources is Minitab’s blog, http://blog.minitab.com/. Here, statisticians have compiled tips, tricks, and how-tos regarding anything stat-related, as well as easy ways to use Minitab.
These posts are great to share in class or assign for homework so students better understand the concepts they’re applying. Students will like them because most posts are short and to the point, include images of the software so they don’t get lost in each step, and make connections to real-world examples of statistics.
One post, How to Compute Probabilities, walks students through using the Minitab software to compute binomial probabilities, create a table of probabilities, and then visualize them. Another post, Five Ways to Make Your Control Charts More Effective, gives audiences a practical, five-step guide to enhancing their control charts, including identifying drifts ASAP and accounting for atypical periods. Michelle Parat’s Statistical Tools for Process Validation series walks readers through process design, process qualification, and continued process verification to show audiences not only how to complete these steps, but to understand how important they are at companies and real-world settings.
Hawkes Learning’s statistics materials can be bundled with Minitab. Just call us at 1-800-426-9538 to learn more about this option!
Did you know that your students can send you a screenshot of a problem they are struggling with in the Practice mode through our Send to Instructor tool?
This tool gives you the ability to see exactly what question students need help with and provide instruction or hints to help them solve the problem. If you don’t already have this enabled, you can do so under Tools Tab -> Display Options:
If you’re looking for an interactive way to respond and show students a worked-out solution to the question, here are some apps for iPads and other Mac products that instructors have shared with us on how they accomplish this!
ZoomNotes Lite (Free)
Mental Note Lite (Free)
To respond using one of the above apps, open the email from the Hawkes messaging system on your iPad/tablet or phone and take a screenshot of the question. Each app gives you the ability to choose the photos from your photo gallery that you’d like to use.
Just like using a whiteboard, you are able to work out the problem and show students the step-by-step breakdown of the work! When you’re finished, you can send your worked-out solution by email. (ZoomNotes Lite even has graph paper!)
Don’t have a Mac product? No problem! Dr. Stephan Kinholt from Green River College has shared how he sends feedback to students using his PC in the video he created below:
Package our two newest course offerings with Guided Notes, available for summer 2017! These notes are a wonderful resource to accompany the integrated review content of the online subject matter.
Get a special preview here of Beginning Statistics Plus Integrated Review Guided Notes.
Check out a sample of Viewing Life Mathematically Plus Integrated Review Guided Notes.
Check out a sample of College Algebra Plus Integrated Review Guided Notes.
Ideal for corequisite courses, lab settings, and students entering class with foundational knowledge gaps, these courses integrate credit-bearing material with review to target the prerequisite skills needed for curriculum-level success.
NEW Guided Notes, a binder-ready supplement, ensure students engage with the content as they follow along throughout the instructional “Learn” mode of the courseware and serve as reference material for review later on.
Here are a few sample questions:
Would you like to learn more?
Contact your courseware representative today at 1-800-426-9538 or email email@example.com.
Last year, we were thrilled to announce the beta release of our first English course, Foundations of English. Now, we’re even more excited to announce that it’s no longer in its beta version!
Ready for the fall term, this courseware has even more questions, images, diverse examples, and interactive exercises to help students engage with your learning goals.
What have we added? We now have over 100 interactive examples so students have a more hands-on approach to their learning — check out one below!
We have a wider range of question types as well, such as click-to-select questions. Instead of only having multiple choice questions to assign, you can mix things up in your curriculum by adding more of what you see below in this example:
Plus, we have a whole new lesson! That’s right—we’ve created Lesson 2.4: “Deconstructing Topics, Ideas, and Details” based on contributors’ feedback this past year. This lesson breaks down the components of a paragraph to provide students with direction as they practice reading on their own.
Speaking of contributors’ feedback, we compiled it all and let it guide our restructuring of the table of contents. We reordered a few lessons and changed the wording of some from the beta version. Check out the full release’s table of contents for Foundations of English below:
Chapter 1: Study Skills
1.1 Understanding Different Learning Styles
1.2 Determining Your Personal Learning Styles
1.3 Understanding and Reducing Stress
1.4 Keeping Yourself Organized
1.5 Managing Your Time Effectively
1.6 Taking Notes and Annotating Texts
1.7 Using Effective Study Strategies
1.8 Reducing Test Anxiety
1.9 Taking Advantage of Campus Resources
Chapter 2: Reading Skills
2.1 Preparing Yourself to Read
2.2 Using Visual Clues
2.3 Reading Actively and Purposefully
2.4 Deconstructing Topics, Ideas, and Details
2.5 Identifying Organizational Patterns
2.6 Using Context for Unfamiliar Words or Phrases
2.7 Using Word Parts for Unfamiliar Words
2.8 Making Inferences About a Text
2.9 Recognizing Types of Main Ideas and Evidence
Chapter 3: Critical Thinking
3.1 Identifying Purpose and Tone
3.2 Analyzing Argumentation Strategies
3.3 Identifying Bias
3.4 Evaluating Evidence
3.5 Understanding the Basics of Logic
3.6 Recognizing Logical Fallacies
3.7 Analyzing and Evaluating Visuals
Chapter 4: Grammar and Mechanics
4.1 Understanding Nouns
4.2 Understanding Pronouns
4.3 Understanding Verbs
4.4 Understanding Adjectives and Adverbs
4.5 Understanding Prepositions
4.6 Understanding Conjunctions and Interjections
4.7 Identifying the Characteristics of Sentences
4.8 Identifying Common Sentence Errors
4.9 Using Consistent Subjects and Verbs
4.10 Using Consistent Pronouns and Antecedents
4.11 Using Correct Pronoun Reference and Case
4.12 Using Commas
4.13 Using Semicolons and Colons
4.14 Using Apostrophes
4.15 Using Quotation Marks, Parentheses, and Brackets
4.16 Using Ellipses, Hyphens, and Dashes
4.17 Using Capitalization and Italics
4.18 Using Abbreviations and Numbers
4.19 Using Basic Spelling Rules
4.20 Spelling Commonly Confused Words
4.21 Proofreading Sentences for Grammar
Chapter 5: Style
5.1 Determining a Writing Style
5.2 Using an Appropriate Tone
5.3 Maintaining Consistency in Tense and Person
5.4 Correcting Misplaced and Dangling Modifiers
5.5 Using Word and Sentence Variety
5.6 Using Parallelism, Coordination, and Subordination
5.7 Using Active and Passive Voice
5.8 Emphasizing Words or Phrases
5.9 Choosing Clear, Concise, and Vivid Words
5.10 Using Inclusive Language
5.11 Proofreading Sentences for Style
Chapter 6: Writing Paragraphs
6.1 The Writing Process for Paragraphs
6.2 Choosing a Topic and Scope for a Paragraph
6.3 Writing a Topic Sentence
6.4 Choosing an Organizational Pattern
6.5 Drafting a Paragraph
6.6 Revising and Editing a Paragraph
6.7 Submitting a Paragraph
Chapter 7: Writing Longer Texts
7.1 Preparing to Write a Longer Text
7.2 Understanding Genre and Purpose
7.3 Choosing a Topic and Scope for a Longer Text
7.4 Writing a Thesis or Purpose Statement
7.5 Organizing and Outlining a Longer Paper
7.6 Writing with Technology
7.7 Writing a First Draft
7.8 Using Paragraphs Effectively
7.9 Revising a Longer Text
7.10 Participating in Peer Review
7.11 Submitting a Longer Text
Chapter 8: Research
8.1 Researching and Writing Responsibly
8.2 Making a Research Plan
8.3 Organizing the Research Process
8.4 Identifying Types of Sources
8.5 Evaluating the Credibility of Sources
8.6 Applying MLA Styles and Formatting
Many people view summer as the time to relax, have a cool drink by the pool, and catch up on all the fun reading you couldn’t get to during the semester. However, not everyone can indulge in vacation time over the summer, especially when you’re teaching during a summer session! Since this time is so different than the fall and spring terms, it’s sometimes hard to get into a rhythm and find exactly how you want to teach your shorter course. However, we found this list of tips from instructor Janet Mizrahi helpful in starting your summer session off to a success.
Some of her tips include:
- Being honest with students about the workload
- Creating daily activities that vary each time and keep students engaged
- Grading quickly and efficiently so students (and you!) don’t fall behind
Check out her full list of tips here, and let us know what tips you have for teaching summer courses in the comments!
Mizrahi, Janet. “Tips for Teaching Summer Session.” BizComBuzz. BizComBuzz, 22 pril 2015. Web. 24 June 2016.
Not being on campus can make some things extra difficult for students. If you’re an online student who’s not sure how to get the answers to questions about admissions, future courses, and other necessary items, take a look at Bradley Fuster’s tips on using your support services!
In his U.S. News article, Fuster points out 4 things online students can do as soon as they have questions:
- Gather the information all in one place. Most departments and offices have their own email addresses and phone numbers, so take the time to write down this information and the hours of operation.
- Record specific information of the people you’ve contacted or need to contact. Get the names and contact information of the people you’ve called to help you. When you find out whom you need to contact for further information, take down their information and best times to call. Fuster also recommends you “document your service need by sending an email from your university email account following your phone conversation” (U.S. News).
- Leave voicemails. If you call during an office’s busy hours and they can’t pick up, don’t hang up! Leave a voicemail with your name, contact information, and question so they can get back to you.
- Keep asking for help, and of course do it nicely! You sometimes might not get answers right away, so keep pushing until you do.
Check out the fully explained tips from U.S. News here!
Fuster, Bradley. “4 Tips for Using Support Services as an Online Student.” U.S. News. U.S. News, 6 June 2016. Web. 7 June 2016.