This Is Not a Math Course
Presented by:
George Recck, Babson College
We present the study design and outcomes in foundational statistics and analytics courses aimed at identifying and helping students who have high anxiety.
Keywords:
Mental Health, Identifying Anxious Students, Stress Reduction Strategies
Abstract:
Mental health is a critical concern in higher education. Young adults with pandemic losses attend college and enroll in a course that elicits high anxiety: Introductory Statistics, often taught in the first semester.
In this poster, we share the design and outcomes of studies in Introductory Statistics courses, including anxiety- and stress-reduction interventions that participants can try in almost any discipline.
While our main purpose is to help students ameliorate salient anxiety and stress in the educational setting, we also want to help students achieve academic success; therefore, we will also discuss measures of learning.
Outcomes:
1. Discuss new findings on methodology and techniques implemented to reduce course-related anxiety and/or stress for vulnerable students.
2. Learn how to measure academic success after implementing the strategies presented.
3. Solicit new ideas from the group to enhance both stress reduction and academic success that could be incorporated in future courses.
Hear it from the author:
Transcript:
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