CONTEXT Please describe the type and the location of school in which you are working (small liberal arts college in eastern USA, large university in Brazil, etc.). Small medical school, eastern USA How many students are enrolled to take Statistics? 19 How many sections are there? one If some students take the course on-line and others do not, please describe how selection is made. All will be participating in the OLI course on-line What is the composition of the class in terms of year, level, gender, ethnicity, etc? Gender: 80female, 20male; These students are in the second year of a two year master's degree program. Does this course fulfill a requirement and if so what requirement? Is there anything we should understand about the course context that we have not asked?

PROCEDURE How do you plan to teach the course to the on-line students (e.g. One introductory explanatory lecture and then I do not see them until the mid-term; one recitation per week plus email advising hours)? One week at a time: open a problem set post the reading, post a textbook OLI integration document, post a quiz at the end of the week. Who is responsible for contact with the students: you, a TA, a combination? All of us will be interacting with the students as needed. Which units and/or modules of the course are you using? We are using all of the units from the course. How are you grading students in the course (quizzes, attendance, midterms, etc). We are using 14 to 15 point quizzes, a midterm and a final; all count 1/3. Is there anything we should understand about how you are running the course that we have not asked about? We are making up problems for them to use to practice what they learn from the textbook and the OLI. We have selected a Clinical Stats book to take the OLI into a direction that meets the needs of our program.

PEDAGOGICAL APPROACH If you have a recitation or formal contact with the students how are you structuring it (e.g. discuss quiz problems?what questions do you have today? Let's look at a few examples from the case library and apply what was covered in this module; what are the four or five main concepts covered in this module and what are instances of them, etc)? We do not have formal contact. What if anything will you share with students about effective ways to study or take a course on line? Our students have taken many course on-line by now (2nd Year). The one difference is a weekly quiz that they will be required to take. I would guess that they will need help keeping up with the pace that we have set for them. When you are discussing a new or difficult idea do you start with a clean and abstract definition and then instantiate it with interesting examples or do you start with an example and try to move to the abstract? Usually it is simple abstract then interesting examples...questions for the students to relate to or connect to leading them to discovery. Or do you do something entirely different? I use analogy a lot with truly complicated processes, try to simplify and build to complex, all the time trying to engage them in discussion get them to connect with what is being discusses. How do you plan to use StatTutor in the course? Are you using StatTutor labs in addtion to those in the course? If so, are they labs that you designed? Are you giving any additional assignments besides the questions in the modules and the quizzes and the StatTutor labs and if so what sort? Is there anything we should understand about your pedagogical approach that we have not asked about?

LEARNING Please describe how you think learning takes place? Do you, for example, imagine that a student develops a vague sense of the material and over time and with practice fills in the details? Do you believe that learning takes place as a series of fairly discrete building blocks each of which needs to be mastered in turn, and, when mastered results in understanding and competence of the content? Or, do you have another view altogether? I think it is both, some building blocks some vague notion and that over time with deeper need and practice (challenges) the learning process evolves. Please describe, in as detailed a way as you can, how you imagine a good student might go through the on line material in the most effective way possible. Start at the beginning and look at everything one time to see direction, in our case read the book as well. The first pass would not include working very many (if any) problems. The second pass the student would review the material in more detail. Working problems, then look at the integration document and make sure that they understand how the OLI is meshing with the Clinical Statistics text. Take the practice OLI quiz. Work the problems in the book. If there is a problem with working the book problems go back to OLI with integration document and book open and try to resolve the issues. Ask detailed question about problem sets.

Motivation Please describe why you are using the statistics course or statTutor. We have been trying to figure out a way to interact and engage the students in active learning. It is easy with other courses, not so easy with stats. Our motivation is to introduce them to the topic and give them as much assistance with understanding the material as possible. We are anxious to see how your very well designed course advances us in this direction. What pedagogical, teaching or learning challenge(s) are you trying to address in using this course or in using StatTutor? For example, you may want to discuss a particular learning problem that your students faced, or difficulty in teaching a particular concept.