Proven Course Redesign: Flipping an Upper Division Statistics Course in Psychology

Roughly four years ago, our department restructured an upper division statistics course in psychology by removing the laboratory component of the course in order to address the issue of a course bottleneck. While removal of the laboratory component helped increase course availability, it resulted in a decreased opportunity for students to grasp important conceptual foundations of statistical theory. The overall repeatable grade rate is high with roughly 20% of students in this category. The goal of this course redesign is to flip the course and incorporate laboratory-like active learning exercises back into the course structure.