Category Archives: 16. Teaching Simulation-based inference in a large classroom

Thoughts on Teaching SBI in a Large Classroom

 

Matt Beckman, Penn State University

What this is & what this isn’t

This post is intended share some pragmatic thoughts for teaching SBI in a large class, and not necessarily converting your curriculum to the SBI framework. A number of suggestions on the latter have been published in this blog and elsewhere. Besides, my colleague–Kari Lock Morgan–had already done a remarkable job accomplishing that feat in the course to be described before I arrived. What follows are simply remarks about rubber-meets-the-road strategies from teaching an SBI course with 225 students to either capitalize on large class size or at least help navigate some logistical challenges that surface with increased enrollment.

What follows are simply remarks about rubber-meets-the-road strategies from teaching an SBI course with 225 students to either capitalize on large class size or at least help navigate some logistical challenges that surface with increased enrollment.

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