Friday 3:00 - 4:20
"Why are Teacher Salaries Negatively Correlated with Student Performance on the SAT?"David Spohn, Hudson High SchoolInvestigate the average teacher salary vs. average SAT scores by state to promote big ideas of statistics and get students interested. Use the ideas and interest to develop the underlying technical detail. I'll make the case that that context-to-concept-to-skills is a more effective (and ultimately faster) approach to teaching than the traditional skills-to-concepts-to-context approach. See what you think! Graphing calculators will be provided for use in this session. |
"What Can we Learn from Quantitative Data in Statistics Education Research?"John Holcomb, Cleveland State University; Marsha Lovett, Carnegie Mellon University; Andy Zieffler, University of Minnesota; & Sterling Hilton, Brigham Young UniversityThis session will focus on using quantitative methods in statistics education research. We will describe several assessment instruments and illustrate the different ways they have been used in classroom-based research. Participants will discuss national results gathered with these instruments, work with specific assessment items, and generate preliminary research questions based on the data and their own experience-based hypotheses. |
"Using Fun to Take Statistics Teaching Up a Notch"Larry Lesser, University of Texas El Paso; & Dennis Pearl, The Ohio State UniversityFun can seriously help you take student engagement, attitude and retention to another level. In this session you gather classroom-tested, research-supported strategies, goals, how-to's and resources for fun. Explore (and create!) examples for jokes, cartoons, songs/raps, games, game shows, magic, etc. No "talent" required. |
"The Accelerated Learning Cycle: Are you Ready to Learn? Am I Ready to Lead?"Karen Kinard, Tallahassee Community College; & Mary Parker, Austin Community CollegeThe Accelerated Learning method begins with the premise that each person is capable of much more than they think is possible. It promotes teaching methods consistent with the latest brain/heart/emotions research on how we learn. The facilitator, the learning environment and the design of the learning process are key determining factors for success. In this session you discover and experience the Accelerated Learning Cycle through an activity-based statistics lesson. |
"Examining the Survey of Attitudes Toward Statistics (SATS)"Marjorie Bond, Monmouth CollegeGain an overview of the SATS and a summary of results using SATS that have been presented at various conferences. Work in small groups generating ideas on how to positively influence students' attitudes toward statistics. Begin to develop a strategy for using the SATS in your classes over the next two years. Present your results at USCOTS 2009. |
"Preparing to Teach at the Next Level - Careers in Teaching Statistics"Paul Roback, St. Olaf College; & Carolyn Cuff, Westminster CollegeThis session is geared toward graduate students considering careers in statistics education and those new to statistics education, especially at the undergraduate level. Explore the attraction to statistics and to education, obstacles to anticipate, and where you see yourself in the future. Understand the significant issues to consider early in one's career, including some that may be overlooked. Develop action plans for addressing your concerns and getting where you want to go. |
"Using Geometry to Teach Statistics"George Cobb, Mount Holyoke College; & Danny Kaplan, Macalester CollegeThe power of visualizing data graphically is now well appreciated. Consequently we now use data analysis graphics at all levels of the statistics curriculum. Less well known is the power of geometrical thinking as a way to understand and master fundamental statistical methods. In this breakout session we will present two complementary ways to base statistics courses on geometry: 1) building on students' existing geometrical knowledge and intuition to help them reason about statistical idea; and 2) integrating serious applied work with mathematics for its own sake. Kaplan and Cobb will overview the content of the two courses and describe some class activities. Cobb will sketch a geometric approach to the Gauss-Markov Theorem; Kaplan will show how ANOVA can be as simple as a walk in the park. |
"Play Along with the Statistics Six Pack!"Phyllis Curtiss, John Gabrosek, Kirk Anderson, David Coffey, Neal Rogness, Paul Stephenson, & Mary Richardson, Grand Valley State UniversityGet ready to use pig dice, the golf game GOLO, Animal Crackers and more as you make your way through a Six-Pack of Activity Stations. Technology you'll use includes computers, calculators and good old paper and pencils. |
"Integrating StatCrunch into your Course"R. Webster West, Texas A&M UniversityIt is sometimes difficult to seamlessly integrate data analysis software into a Statistics course. In this session you gain experience with StatCrunch, a Web-based data analysis package that offers some unique alternatives. You'll gain experience linking data sets and explore methods for using StatCrunch to enhance your lecture notes and Web-based homework problems. |
"Using the Statistics Online Computational Resource (SOCR) to Teach Statistics"Ivo Dinov, Nicolas Christou, & Juana Sanchez, University of California Los AngelesGet an introduction to the SOCR resource. See the pedagogical utilization of the SOCR tools. Participate in activities to discover their in-class use. Discover ways to facilitate a collaborative working environment for developing and exchanging instructional tools and materials. |