Webinars

In 2022, the Journal of Statistics and Data Science Education (JSDSE) instituted augmented requirements for authors to post deidentified data and code underlying their papers. These changes were prompted by an increased focus on reproducibility and open science, and a recent review of data availability practices noted that "such policies help increase the reproducibility of the published literature, as well as make a larger body of data available for reuse and re-analysis" (PLOS ONE, 2024). In this talk, Nicholas Horton and Sara Stoudt present their recent editorial for JSDSE, discussing the motivation and process for sharing deidentified data and code. Because institution, environment, and students differ across readers of the journal, it is especially important to facilitate the transfer of a journal article's findings to new contexts. This process may require digging into more of the details, including the deidentified data and code. The presenters will present a review of why the requirements for code and data sharing were instituted, summarize ongoing trends and developments in open science, discuss options for data and code sharing, and share advice for authors.   Article Link: https://www.tandfonline.com/doi/full/10.1080/26939169.2024.2364737

In this June edition of the JSDSE/CAUSE webinar series, we highlight the 2024 article The Teaching of Introductory Statistics: Results of a National Survey. The authors describe their use of the updated Statistics Teaching Inventory (STI) to examine the current state of the curricular and instructional practices being used by U.S.-based, college-level introductory statistics instructors. They explore the extent to which instructors report that their introductory statistics courses are aligned with recommended practices as outlined by the 2016 GAISE College Report. Data were collected from a sample of college-level U.S.-based, college-level introductory statistics instructors. Results based on 228 usable responses indicated that instructors, by-and-large, tended to be following the GAISE recommendations, especially related to content. However, courses may not yet be aligned with newer content recommendations (e.g., provide students opportunities to work with multivariate data), and there is still a large percentage of instructors that are not embracing student-oriented pedagogies and assessment methods.

This webinar shares experiences and guidance for development of assessment tasks and scoring rubrics associated with open-ended, free response tasks.  The session also draws comparisons between implications when the assessment is used in a classroom vs research context.  Acknowledgment: this webinar was prepared and delivered with the support of NSF Project CLASSIFIES (DUE: IUSE #2236150).  Disclaimer: AP® is a trademark registered by College Board, which is not affiliated with and does not endorse this presentation or Iowa State University’s events, programs, etc

In this May edition of the JSDSE/CAUSE webinar series, we highlight the 2023 article: Culturally Relevant Data in Teaching Statistics and Data Science Courses. The authors will discuss how to make data more meaningful to students through the choice of data and the activities they use to draw upon students' lived experiences. In translating scholarship around culturally relevant pedagogy from the fields of education and mathematics education they develop the idea of culturally relevant data, which they use to implement culturally relevant pedagogy in teaching data-intensive courses, leveraging the centrality of context through data in both statistics and data science to engage students particularly from historically marginalized groups in STEM. They provide suggestions as to ways of finding or creating culturally relevant data and using them, and they also present findings from pilot work on implementing these data in statistics courses.   Article Link: https://www.tandfonline.com/doi/full/10.1080/26939169.2023.2249969   Please join us! Ciaran Evans

Abstract: In this April edition of the JSDSE/CAUSE webinar series, we highlight the 2023 article: Training Interdisciplinary Data Science Collaborators: A Comparative Case Study.  The authors will discuss their work developing a method for teaching statistics and data science collaboration, a framework for identifying elements of effective collaboration, and a comparative case study to evaluate the collaboration skills of both a team of students and an experienced collaborator on two components of effective data science collaboration: structuring a collaboration meeting and communicating with a domain expert. Results show that the students could facilitate meetings and communicate comparably well to the experienced collaborator, but that the experienced collaborator was better able to facilitate meetings and communicate to develop strong relationships, an important element for high-quality and long-term collaboration. Further work is needed to generalize these findings to a larger population, but these results begin to inform the field regarding effective ways to teach specific data science collaboration skills.   Article Link: https://www.tandfonline.com/doi/full/10.1080/26939169.2023.2191666

In this March edition of the JSDSE/CAUSE webinar series, we highlight the 2023 article: Active-Learning Class Activities and Shiny Applications for Teaching Support Vector Classifiers. The authors will discuss support vector classifiers, one of the most popular linear classification techniques for binary classification. Different from some commonly seen model fitting criteria in statistics, such as the ordinary least squares criterion and the maximum likelihood method, its algorithm depends on an optimization problem under constraints, which is unconventional to many students in a second or third course in statistics or data science. As a result, this topic is often not as intuitive to students as some of the more traditional statistical modeling tools. In order to facilitate students’ mastery of the topic and promote active learning, the authors have developed some in-class activities and their accompanying Shiny applications for teaching support vector classifiers. The designed course materials aim at engaging students through group work and solidifying students’ understanding of the algorithm via hands-on explorations. The Shiny applications offer interactive demonstration of the changes of the components of a support vector classifier when altering its determining parameters.   Article Link: https://www.tandfonline.com/doi/full/10.1080/26939169.2023.2231065

In this February edition of the JSDSE/CAUSE webinar series, we highlight the 2024 article: Causal Inference Is Not Just a Statistics Problem. The authors will discuss four datasets, similar to Anscombe’s quartet, that aim to highlight the challenges involved when estimating causal effects. Each of the four datasets is generated based on a distinct causal mechanism: the first involves a collider, the second involves a confounder, the third involves a mediator, and the fourth involves the induction of M-Bias by an included factor. Despite the fact that the statistical summaries and visualizations for each dataset are identical, the true causal effect differs, and estimating it correctly requires knowledge of the data-generating mechanism. These example datasets can help practitioners gain a better understanding of the assumptions underlying causal inference methods and emphasize the importance of gathering more information beyond what can be obtained from statistical tools alone.   Article Link: https://www.tandfonline.com/doi/full/10.1080/26939169.2023.2276446

Abstract: In this January edition of the JSDSE/CAUSE webinar series, we highlight the 2023 article: Coding Code: Qualitative Methods for Investigating Data Science Skills.  The authors will discuss how to conceptualize and carry out a qualitative coding process with students' computing code, which allows them to explore research questions about students' learning. Despite the elevated importance of Data Science in Statistics, there exists limited research investigating how students learn the computing concepts and skills necessary for carrying out data science tasks. Computer Science educators have investigated how students debug their own code and how students reason through foreign code. While these studies illuminate different aspects of students’ programming behavior or conceptual understanding, a method has yet to be employed that can shed light on students’ learning processes. This type of inquiry necessitates qualitative methods, which allow for a holistic description of the skills a student uses throughout the computing code they produce, the organization of these descriptions into themes, and a comparison of the emergent themes across students or across time.   Article Link: https://www.tandfonline.com/doi/full/10.1080/26939169.2023.2277847     Please join us! Leigh Johnson

 In this November edition of the JSDSE/CAUSE webinar series, we highlight the 2023 article: Implementation of Alternative Grading Methods in a Mathematical Statistics Course.  The authors will discuss how alternative grading methods, such as standards-based grading, provide students multiple opportunities to demonstrate their understanding of the learning outcomes in a course. These grading methods allow for more flexibility and help promote a growth mindset by embracing constructive failure for students. Implementation of these alternative grading methods requires developing specific, transparent, and assessable standards. The authors will also discuss that moving away from traditional methods requires a mindset shift for how both students and instructors approach assessment. While providing multiple opportunities is important for learning in any course, these methods are particularly relevant to an upper-level mathematical statistics course where topics covered often provide an additional challenge for students as they lie at the intersection of both theory and application. By providing multiple opportunities, students have the space for constructive failure as they tackle learning both a conceptual understanding of statistics and the supporting mathematical theory. In this webinar the authors will share their experiences—including both challenges and benefits for students and instructors—in implementing standards-based grading in the first semester of a mathematical statistics course (i.e., focus primarily on probability).   Article Link: https://www.tandfonline.com/doi/full/10.1080/26939169.2023.2249956

 In this October edition of the JSDSE/cause webinar series, we highlight the 2023 article: Teaching the Difficult Past of Statistics to Improve the Future.  The author will discuss how, in recent years, the discipline of statistics has begun reckoning with its difficult history. Institutions are reconsidering names that have honored key historical figures in statistics who have deep ties to eugenics movements and racial and class prejudice. These names, however, continue to appear in our classrooms, where we teach the methods created by these individuals, raising the question of how instructors should address their legacies. Three examples of famous statisticians and their work—Francis Galton’s use of conditional probabilities to demonstrate “hereditary talent,” Karl Pearson’s attempt to quantify the intelligence of Jewish immigrant students, and Ronald A. Fisher’s creation of the analysis of variance to de-emphasize environment in human development—highlight the intimate ties between statistics and eugenics. These examples, along with a discussion of the context of these men, eugenics movements, and the statisticians and scientists who opposed their eugenic programs, can humanize the field for students, teach them about the challenges in accurate and unbiased data collection and analysis, and connect historical mistakes to contemporary ethical issues. Confronting this history in the classroom can both improve the teaching of the statistical methodologies themselves and begin a broader conversation about the role of statistics in the world.    Article Link: https://www.tandfonline.com/doi/full/10.1080/26939169.2023.2224407