Highlights from My Teaching Experience 

As part of my commitment to inclusive and engaging teaching, I have designed my courses using Universal Design for Learning (UDL) principles. This approach ensures that all my students, regardless of their backgrounds and learning preferences, have equal opportunities to succeed.

Course: Introduction to Probability and Statistics (First Iteration): For the first iteration of my fully online course, Introduction to Probability and Statistics, I placed all the materials on the e-learning platform. This included the course outline, resources, Zoom links, and expectations. I organized the materials into weekly sections, making it easy for students to access readings, lectures, and discussion forums.

With a small class of about five students, most interactions happened within the class setting. I provided resources for the statistical software (R), hands-on exercises, and a weekly diary forum where students could share their struggles with different topics. Additionally, I included supplementary videos from YouTube, although they did not have subtitles at the time. Reflecting on this, I recognized the need to revamp the layout to make it more engaging for students.

Course: Introduction to Probability and Statistics (Second Iteration): After completing a certificate in university teaching and learning, I updated the course design. This iteration featured a welcome video and more interactive elements. I placed important information from the course outline directly within the course site, providing better context as students logged in.

To support students further, I included my contact information, announcements, and a mid-semester faculty evaluation. I used Padlet to gather students' expectations for the course, which was highly interactive and helpful. With a larger class of about eleven students, I organized materials into units covering multiple weeks and included icebreakers and temperature checks using Mentimeter Online Polls. (See my 5. Effective Teaching Strategies for more on how I use these).

Lecture slides were available in PDF and interactive flipbook formats for easy access. I designated spaces for course readings and software screencasts, allowing students to engage with materials asynchronously. This setup made it easier to use collaborative activities during class time, such as think-pair-share.

Guided Project Assessment: In the second iteration, I introduced a guided project component based on a real-world data set from the Women in Data Science (WiDS) organization. I provided detailed guidelines, a rubric, and example projects to help students understand the requirements. This project aimed to develop 21st-century skills and align with the learning outcomes.

Course Improvement: Recognizing the need for more interactive and engaging design, I added supplementary materials, videos, and formative assessments. These resources helped students feel more supported and engaged. I also provided final exam preparation resources and past papers to aid their studies.

Conclusion: Reflecting on the improvements from the first to the second iteration of the course, I see significant progress in creating a more engaging and supportive learning environment. By continuously refining my teaching practices, I aim to better support and engage my students, ensuring their academic success and growth.