This article examines a social media assignment used to teach and practice statistical literacy with over 400 students each semester in large-lecture traditional, fully online, and flipped sections of an introductory-level statistics course. Following the social media assignment, students completed a survey on how they approached the assignment. Drawing from the authors’ experiences with the project and the survey results, this article offers recommendations for developing social media assignments in large courses that focus on the interplay between the social media tool and the implications of assignment prompts.


This is the author’s version of a work that was published in The Journal of Faculty Development. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. The published version of the paper is available in The Journal of Faculty Development, 29(2), (2015). This issue was a special issue on the topic: Social Media in Pedagogy and Practice: Networked Teaching and Learning.


statistics education, social media, Mixable

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