Turn your class into a research lab


This session is the first in a series of three breakout sessions that focus on conducting classroom research in statistics classes. It begins with an overview of all three session and how they are connected in a logical progression, but also provides information on sessions that participants may not be able to attend. After this overview, the session will combine small group discussions and comments from a panel of classroom researchers on why they have been involved in classroom research, what they have learned, and how this has impacted their teaching.


John Holcomb, Mark Earley, Rich Alldredge, Sterling Hilton


John Holcomb received his BS in mathematics at St. Bonaventure University and then continued at the State University of New York at Albany (SUNY). He began studying pure mathematics, and after four years finally saw the light and began concentrating on statistics. He spent the first five years of his career at Youngstown State University. Now at Cleveland State University, Dr. Holcomb devotes himself to teaching and research as an applied statistician. A National Project NExT Fellow, he was a co-director of Ohio NExT's program for three years. He is currently president of the Cleveland Chapter of the American Statistical Association. He has also served as an associate editor for the Journal of Statistics Education for six years, a member of the Advisory Board for the Assessment Resource Tools for Improving Statistical Thinking (ARTIST) project, and a Research Advisory Board member for the Consortium for the Advancement for Undergraduate Statistics Education (CAUSE). Named a Carnegie Scholar in 2000, Dr. Holcomb received the Waller Education Award from the ASA Section on Statistical Education in 2003 for outstanding teaching of introductory statistics by a junior faculty member.


Handout (PDF)