A project suitable for use as a first and last assignment given in an introductory experimental design course is outlined, and its implementation is discussed.
A project suitable for use as a first and last assignment given in an introductory experimental design course is outlined, and its implementation is discussed.
This article presents selected results from the fall 1995 Conference Board of the Mathematical Sciences (CBMS) survey about statistics courses, faculty, and degrees in departments of statistics, departments of mathematics or mathematical sciences, and in mathematics programs at two-year colleges.
This paper describes the student projects we have used in both introductory and in second-level statistics classes. It addresses the issues of motivating, monitoring, and evaluating student projects, and it discusses some special considerations student projects present for instructors using them.
This paper discusses the topic of assessment in statistics. It focuses on what assessment is, what traditional ways have been used to assess statistics learning, goals for statistics learners, the need for alternative assessment approaches, assessment challenges, and the use of technology in assessment.
Einstein called special physics experiments that he did in his head gedankenexperiments (which means "thought experiments"). Can such mental experiments, or simulations, be used in statistics? In this article, I'll provide some examples of how gedankensimulation can be be used either to illustrate an important idea or to help solve problems in probability and statistics.
This report talks about ways to assess statistics courses in order to learn more about ways to teach effectively.
Our purpose was to introduce and explore a dynamic and interactive way of teaching a complex concept in statistics. Our research has used small sample sizes and single class presentations. The findings are far from definitive and conclusive. Future research needs to contrast the use of Power Simulator with instruction where the software is not used. This would be informative for comparison of both classroom presentations and out-of-class assignments. As for now, the results suggest that Power Simulator povides an effective way to introduce students to the complex concept of statistical power analysis. We are encouraged by the results to continue development of the program and find new ways to incorporate the methodology into statistics instruction.
In this article we present an approach for teaching and learning statistical concepts by implementing computer-assisted hands-on activities that emphasize the process of guided learning and discovery knowledge.
PACE stands for projects, activities, class lectures, and exercises. The approach begins with in-class hands-on activities and cooperative team work. The class lectures are organized to provide the basic concepts and guide students through the activities using team work and computer to help students understand the concepts and problem-solving strategies. Projects are self-selected by students under some guidance provided by the instructor. Report writing and oral presentations are emphasized. This article reports an assessment of the PACE model applied in an introductory statistics class.
In the past decade there has been a substantial increase in the number of introductory statistics courses taught at the undergraduate level. Many have argued successfully for the extensive use of writing in such courses in an attempt to highlight the interdisciplinary role of statistics and acknowledge that a good statistician must also be good at summarizing his or her analyses to nonstatisticians. This point was made by Radke-Sharpe, who went on to add that incorporating writing demands time, energy, and creativity, but that it is usually well worth the effort. This article discusses the efforts made by the authors to include writing in their courses, and some of the techniques that made the writing process painless and productive for both students and faculty.