The underlying impetus of this proposed project is to take a dynamic approach to:
(1) develop, implement, and research a novel inverted classroom model for undergraduate general education statistics;
(2) use research and formative evaluation feedback to examine continuously its effectiveness on student learning and attitudes;
(3) modify and refine the model as needed; and
(4) employ summative evaluation and feedback to complete the model for dissemination.
Although there certainly have been several projects and other efforts related to inverted ('flipped') classrooms, it is intended for this proposed project to be innovative and revolutionary from several directions. We hypothesize that the SELES classroom model, described in detail throughout the proposal, will lead to improved student outcomes in elementary statistics.