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Leslie Dinauer

This chapter shares some of the insight that emerged from the experience of teaching statistics including the appreciation for the role of each student’s individual orientation to the material, to the classroom – both affectively and cognitively – and to the faculty. The chapter addresses the need to deliberately build a statistics course within an online doctoral program, as opposed to allowing instructors to simply reproduce the face-to-face coursework. Next, statistical anxiety is examined as a fundamental force to be conquered within the classroom, followed by the best practices that emerge from these understandings.