banner

Statistics in Kinesiology

Common Course ID: Statistics in Kinesiology (KINE 3700)

CSUSB Instructor Open Textbook Adoption Portrait

Abstract: This open textbook is being utilized in a Kinesiology course for undergraduate students by Amanda Rymal at California State University, San Bernardino.  

About the Textbook

No Textbook was used 

Cost savings:   $150 per students. Therefore, for a class of 28 students, with zero cost for the online text, is a saving of $4200

About the Course

Course Number: KINE 3700

Description:  Selection, application and interpretation of evaluative measures used in pedagogical and in exercise science settings. Includes both descriptive and inferential statistics. Specific attention will be given to parametric techniques. 

Prerequisites: MATH 1301 or MATH 1401 is preferred as the GE Category B4 prerequisite. Satisfies GE WI designation. Formerly offered as KINE 370, students may not receive credit for both.

Learning outcomes:
1.  Manipulate, edit, and generally manage data generated in a field setting, including, but not limited to, measuring systems, reliability, validity, and components of kinesiology.

2.  Understand reasons to choose specific assessment methods, how to use these tools, and how to share the results of these assessments.   

3.  Develop your critical thinking skills

4.  Have you apply learned theoretical principles to everyday experiences

5.  Expose you to the dynamics of group work, presentation skills, and conveying information about kinesiology both written and orally.

Share demographics for students who take the class e.g. common majors, previous preparation, etc. Typically, Kinesiology Juniors and Senior students take this course, however it is open to all university students.  Students must have a GE B4 math class prior to taking the course.

Curricular changes:  What did you change as part of the OER adoption?  Many curricular changes were made as part of the OER adoption: A new textbook was adopted and the syllabus changed significantly based on new chapters/content and preferred organization of material. I tried to stay consistent with the definitions in the textbook and altered the chapter sequence to set the course up in a manner that I believe is more beneficial for student learning as well as my teaching preference. Furthermore, the course now consists of new learning activities, assessment rubrics, and the developed/incorporation of additional materials.  

 
How and where do students access materials? Students access material from the course Blackboard as well as a link available for the text (Download the free book at https://learnstatswithjasp.com/ and download the free software https://jasp-stats.org/).


Teaching and learning impacts:

Collaborate more with other faculty :  Yes.  I have discussed teaching materials, assessment and created sample data sets with my colleagues.


Student learning improved : This class had the addition of a writing intensive component that was not added prior to the use of OER thus a comparison cannot be made. Furthermore, in addition to being restricted to fully online as a result of covid-19, the university also transformed into semesters and as such it is difficult to assess. 


Any unexpected results: No

Resource Adoption

OER Adoption Process
Briefly describe what motivated you to adopt OER for this course.  I wanted to save students money, improve the learning materials, make it easier for students to access materials online at any time. 

How did you find and select OER for this course?  I discussed options with faculty in our department that teach the class and have experiences using the online resources. I evaluated resources in order to ensure that it fit the goals of the course. 

Student feedback or participation:  Through normal class discussion students commented on appreciating saving money and having access to material online. Students made comments within the SOTEs stating they thought the class/ material was interesting.

Sharing Best Practices 
The sustainability of open education relies on sharing with others. Please give suggestions for faculty who are just getting started with OER.
List anything you wish that you had known earlier.  If OER does not have all possible online (free) material. Consider searching outside of OER for free online material.

How do you plan to share this OER experience with other faculty, staff, etc. who develop curriculum and teach?  Poster presentation during the required showcase followed by open discussion with faculty.