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Joan B. Garfield
General Session - Opening Keynote:
Teaching introductory statistics courses with a focus on developing statistical reasoning and thinking.
This session will examine goals for the introductory statistics course, focusing on developing the big ideas of statistics, and enabling students to reason, think about, and use statistical information. Different instructional methods and activities will be described. The role of assessment in helping students achieve these goals will also be addressed.
Joan B. Garfield
General Session - Closing Keynote:
Putting it all together.
This session will describe different approaches to teaching statistics, based on case studies of innovative teachers of statistics. Topics and issues addressed in various sessions of this conference will be revisited in the context of these examples.
Joan B. Garfield
Breakout Session:
Assessing Student Learning Outcomes
This session will examine the integration of a variety of assessment methods in a first statistics course, in order to assess students" statistical reasoning and thinking. The role and use of each different assessment component will be addressed. Participants will be actively involved in adapting the methods introduced to their own courses.
James Bohan
Breakout Session:
Overview of AP Statistics
This session will share the purpose, content, pedagogy and assessments of AP Statistics. Issues include The Course Syllabus, the role of technology, the philosophy and practice of the AP Statistics Exam, including sample questions and responses. An opportunity for questions and sharing will be included as well.
James Bohan
Breakout Session:
AP Statistics Sharing Session
This session will be devoted to questions and sharing by AP Statistics teachers facilitated by a member of the AP Statistics Test Development Committee. Discussion can include any topic of interest to new and veteran AP Statistics teachers.
James Bohan
Breakout Session:
Sampling Distributions - the Key to Inference
The Sampling Distribution of a sample statistic is the foundation of all inference via the Central Limit Theorems. This session will focus on the concept of the sampling distribution and will include simulations to experience the Central Limit Theorem. In addition, the link between sampling distributions and test of significance and confidence intervals will be discussed. Problems focusing on sampling distributions will be distributed and discussed.
Beth L. Chance
Breakout Session:
Assessment Strategies in Statistics
This session will explore strategies for assessing students learning, retention, and motivation to accompany instruction that focuses on statistical thinking and literacy. Discussion will include defining the goals of assessment, development of assessment tools to match these goals, and strategies for efficient execution of the assessment. We will focus on written exams as well as alternative forms of authentic assessment such as group projects. If time permits, we will also discuss strategies for assessing instruction.
Beth L. Chance
Breakout Session:
The 2002 Advanced Placement Statistics Exam
The AP Statistics Exam will be administered to approximately 50,000 students this year. Participants in this session will discuss the scoring guidelines for the 2002 exam. We will review sample student papers and their scores, and discuss general strategies for preparing students for the exam. Participants do not need to have seen the exam previously and the session is also open to non-AP teachers who are interested in the content and philosophy of this exam.
Mark A. Earley withdrew 7/21/02
General Session:
Creating a Community of Learners: Participatory Action Research in Statistics Classrooms
The goal of this presentation is to describe ways in which the statistics education community can become a community of learners on two levels. First, individual instructors working with their students can engage in participatory action research (PAR) projects to discuss new ways of teaching, learning, and assessing statistics concepts in their own classrooms. Descriptions of PAR projects will be provided. Second, results from these projects can be shared with other instructors, thus building a community of learners across classrooms (in settings such as the Beyond the Formula Conference). My own experiences with PAR and suggestions for projects specific to assessment will be also be discussed.
Mark A. Earley withdrew 7/21/02
Breakout Session:
Creating Writing Assessments for Introductory Statistics Courses
Writing assessments in statistics courses have gone unexplored in the literature. Presenting students with individual or sets of concepts and asking them to write descriptions of these concepts is an eye-opening experience for any instructor and often results in clear indications of what students are understanding and what they are not. This breakout session describes a variety of writing exercises I have used in my own classes as well as suggestions for implementing and evaluating these exercises. The session is meant to be in part a brainstorming session for participants to evaluate and discuss the use of writing exercises in their own classrooms.
Mark A. Earley withdrew 7/21/02
Breakout Session:
Participatory Action Research Projects: Statistics Student and Teacher Collaborations
The Participatory Action Research (PAR) framework will be used to discuss how classroom instructors and their students can work together to design new classroom assessments, evaluate whether or not the assessments are useful, and share the results of their work with others in statistics education. I will guide discussion on how to begin a PAR project, issue to consider as the project is ongoing, and resources for sharing classroom research with others. One goal of this session is to invite instructors to become active members of the statistics education research community by sharing what happens in their own classrooms.
Kent Gardner
Breakout Session:
Making Sense of K-12 Testing Data - Accountability in Action
Holding K-12 educators accountable for student performance sounds great. But statisticians know that meaningful accountability requires reliable data and sound analysis. Hear from education reforms war zone as Dr. Gardner describes measurement challenges & results for two studies: Rochester think tank CGR recently completed a comparison of educational outcomes for a 1,400 students attending Catholic elementary schools under a privately-funded voucher program. CGR is also in the second year of a five-year study of student performance in three Rochester charter schools. Participants will be given tips on developing robust research designs and data from CGRs studies.
Elizabeth Heston
Patricia J. Kuby
Breakout Session:
"Teaching Statistics online: On- and Off-Campus"
This is a presentation of Web pedagogy and course management using NSF-supported CyberStats, an online introductory statistics course. CyberStats contains well over 500 active simulations, hundreds of immediate-feedback practice items, and is equally applicable to on-campus and to distance learning courses. Integrating CyberStats into your course (on-campus or on-line) will be demonstrated and discussed using modules on correlation, regression and the Central Limit Theorem. Participants will be able to actively experience and use CyberStats during the session.
Gary Kulis and Norayne Rosero
Breakout Session:
Developing and Assessing Student Learning Outcomes for an Introductory Statistics
Recent initiatives from SUNY require institutions to develop specific procedures for dealing with the assessment of course outcomes in the areas of General Education and the Major. The introductory statistics course at MVCC was used in a pilot study during the Fall and Spring semesters to examine how the College could address these mandates and produce a model for mainstreaming the process. This session will examine procedures for the development of student learning outcomes for the core topics and for the knowledge and skill areas identified by the SUNY Provost's Advisory Council on General Education (PACGE). The methods used for assessing student acquisition of these outcomes and the tracking and reporting of the results will be shared with participants.
David McNitt
Breakout Session:
HYPOTHESIS BUSTING 101
An open forum discussion on the concepts and practice of teaching introductory statistics. Appropriate for both the jaded skeptic and the enthusiastic beginner. Bring your favorite, acceptable hypotheses regarding the teaching of statistics and see if they will stand the testing of the body politic "statistical". We will consider no topic too hot to handle and no proposition too outrageous to entertain. Be prepared to do battle in defense of your pet theories. Our goal is the exchange of information that will give every participant at least one new idea to try out back home.
Scott McNitt
Breakout Session:
New Product Marketing Case Study with Regression Techniques
When a company wants to launch a new product, how do they know what the response of the target population will be? How much of this new item might consumers purchase? What data sources are used to gather information pertaining to product launch? How might well-known regression techniques be used to help predict the purchase behavior of potential consumers? This case study presentation discusses some of the analytic work done by a local market research company to support a nationwide product launch. The focus of this talk will be on the need to combine different sources of marketing data, the use of regression techniques to link these data and the interpretation of regression coefficients using language and concepts familiar to the customer.
Allan J. Rossman and Beth L. Chance
General Session:
An Introductory Statistics Course for Prospective Mathematics Teachers
High school and college mathematics teachers are often and increasingly asked to teach Statistics. However, the typical mathematics major has only taken courses in mathematical statistics, which often bears little resemblance to what they are later asked to teach. In this presentation we describe a project to develop curricular materials that introduce students at the post-calculus level to statistical concepts, methods, and theory. In particular, these materials prepare prospective teachers for the data analysis content and for the active learning pedagogy necessary for implementing ASA/MAA and AMATYC recommendations, as well as NCTM Standards the Advanced Placement course in Statistics.
Allan J. Rossman and Beth L. Chance
Breakout Session:
Activities for Teaching Statistics at the Post-Calculus Level
In this hands-on session, participants will explore a series of activities for helping post-calculus students to discover statistical concepts and apply statistics methods. Some of the activities make use of Minitab for data analysis and simulations, and others use Excel for interactive calculations and graphics. The statistical ideas to be addressed include comparing least squares estimation with other criteria, investigating the concepts of power and robustness, assessing the effectiveness of competing confidence interval procedures, and exploring the use of randomization tests. Participants should be familiar with elementary statistics.
Allan J. Rossman
Breakout Session:
Random Rendezvous: A Simulation Activity Involving Geometric Probability
This hands-on session will ask participants to play the roles of students working through an extended activity. The activity involves a simply stated problem: what is the probability that two people will meet given certain assumptions about their arrival times at a restaurant and how long they are willing to wait. The activity leads students to investigate the problem first through simulation and then through a geometric analysis. Extensions of the problem consider different assumptions about the probability distributions of the arrival times. The activity aims to lead students to recognize the utility of simulation and also develop an understanding of joint probability distributions.
John D. Spurrier
General Session:
Lessons Learned in 10 Years of Hands on Learning at the University of South Carolina
We have used an activity-based laboratory as part of the elementary statistics course at the University of South Carolina for 10 years. This talk will begin with our motivation for adding a laboratory component to the course. I will then give an overview of how we use laboratory experiments in our course. Next, I will talk about obstacles that we have had to overcome. These include making the transition from lecturer to facilitator, obtaining and maintaining equipment, redesigning the lecture portion of the class to allow time for labs, clarifying our expectations for student teams, clarifying our expectations for written work, and scaling up from one honors section to 20 sections per semester. Finally, I will address our progress toward our original goals and areas in which we hope to improve in the future.
John D. Spurrier
Breakout Session:
A Hands-on Experiment Comparing the Tastes of Two Competing Products
This session will be a demonstration of a hands-on laboratory experiment used in the elementary statistics course at the University of South Carolina. The experiment involves comparing name-brand and store-brand saltine crackers based solely on taste. We will begin by discussing various factors that might affect consumers' buying behavior. We will then design a single-blind experiment to compare the crackers solely on taste. Participants will experience the taste test as subjects. Using the data from the taste test, we will test the null hypothesis that the two brands are equally preferable in terms of taste versus the alternative that the store-brand is less preferable. The binomial distribution is used to compute the p-value for this test. We end the session by discussing possible variations of the experiment.
John D. Spurrier
Breakout Session:
More Hands-on Experiments Used at the University of South Carolina
This session will highlight three of the hands on experiments used in the laboratory component of elementary statistics at the University of South Carolina. The experiments to be discussed will involve understanding the relationship between real and perceived distances, planning an experiment to increase the flight distance of a balsa airplane, and comparing the absorbency of two brands of paper towels. Special emphasis will be given to the role of the instructor in leading the students to discover key statistical ideas.
Paul F. Velleman
Breakout Session:
Teaching Introductory Statistics: Think - Show Tell
Recent advances in teaching introductory statistics emphasize concepts and understanding over calculation and algorithms. We describe work on new materials for the introductory course that restructure and reorient the course to enhance student understanding. We have used this approach for the AP course and for introductory courses at the college level for both undergraduate and graduate students will great success.
Late changes 7/24/02
Allan J. Rossman
Breakout Session:
"Choosing the Best: A Decision-Making Activity"?
I lead participants through an activity that analyzes the famous "secretary problem" that considers an issue of making an optimal selection in the face of uncertainty. The activity begins with simple cases that can be analyzed through enumeration, then proceeds to use simulation for medium-sized cases, and finally turns to calculus to study what happens as the sample size gets very large. Students discover that some creative thinking about decision making can lead to much larger probabilities of success than would be expected from naive strategies. The activity is appropriate for students at secondary and undergraduate levels; calculus is required only for the last segment of the presentation.
Paul F. Velleman
General Session:
Statistics: Ready, Tech, Go
If technology has revolutionized the teaching of statistics, why are we still teaching essentially the same course?
Most statistics courses integrate technology into the course. But often we just tack the technology onto the old syllabus. We propose a new alternative.
We characterize what students need to know in three broad steps: Think, Show, and Tell. Think comprises identifying the variables, selecting methods, and checking conditions. The Show step is finding the numerical answers. Tell is the all-important (and often ignored) step of explaining the findings and drawing conclusions. Many traditional Statistics courses are, in this scheme, just Show.
But the Show step is exactly what technology does well and what practicing Statisticians rely on technology to do. When students rely on their technology for the calculations, there is more time to concentrate on the Think and Tell steps. This approach swings the emphasis of the introductory statistics course toward statistical thinking and understanding and away from calculating statistics. We can also select formulas for the Show step that emphasize understanding, even if they would not have been the first choice for hand computing.
We will report insights and practical solutions arising from our work on a new introductory textbook that follows this reasoning.
Paul F. Velleman
Breakout Session:
Multimedia For Teaching Introductory Statistics
Multimedia teaching combines text, sound, video, animation, simulation, and student interaction in ways that enhance the strengths and minimize the weaknesses of each of these channels. Multimedia may be more effective than lecturing for presenting and reinforcing concepts and for linking concepts to practical applications. Statistics is a particularly good subject to teach in this manner because students are ordinarily expected to apply their knowledge on computers. Thus multimedia teaching of statistics provides authentic instruction. We will review the strengths and weaknesses of each of the multimedia channels and demonstrate a multimedia-based presentation of the introductory statistics course that will be published soon by Addison-Wesley Interactive. We will also discuss practical questions of implementation, including what to do in class when the core material is presented on the computer.
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џџџџ РFMicrosoft Word Document
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