Nicholas J. Horton, Amherst College
Tuesday, November 12, 2013 - 12:00pm ET
Undergraduate study of statistics has been growing in recent years, with the number of students completing stats majors in the United States doubling in the past 5 years. At the same time, the amount and complexity of data being collected increases almost without bound. What should students completing undergraduate majors, minors or concentrations in statistics learn in order to help analyze this flood of information? The American Statistical Association endorsed guidelines in this area in 2000, and a workgroup is now considering what needs to be changed and amplified from the earlier report and supporting materials. In this webinar, participants will hear more about the process, learn about and identify key issues to be considered, and have the opportunity to make suggestions about areas and topics to explore.
Natalie Bold, Seattle University
Tuesday, October 22, 2013 - 12:00pm ET
There has been an increasing number of school systems which are being held accountable for student performance, however there has not been a corresponding emphasis on school and teacher preparation with which to achieve these standards. Previous studies have shown the variation in teacher preparation both within and between countries. Many studies have shown that teachers are a major factor in predicting student achievement and academic success (Hattie 2008). And yet, to date there has been a lack of cross-national focus on the preparatory programs of educators and available data is sparse.
I would like to help bring new attention to the importance of quality teacher training. My paper provides a broad comparison of national education systems, including teacher preparation requirements. I explore this topic by analyzing the performance of students in over 50 countries who participated in the 2006 and 2009 PISA (Program for International Student Assessment). I will demonstrate that high-quality teacher training is related to student achievement and learning and suggests that improving teacher training might contribute to local and national growth and development.
Jacqueline Wroughton, Northern Kentucky University
Tuesday, October 15, 2013 - 12:00pm ET
In this webinar I will discuss the development and assessment of an activity used in an introductory calculus-based statistics course to distinguish between these three discrete distributions. Students from the assessment were students in one of these courses.
Nathan Tintle & Joshua Nymeyer, Dordt College
Thursday, September 26, 2013 - 4:00pm ET
"Which Traits Attract Women: Appearance, Intelligence, Wealth, or Strength?" was the first place winner of the Undergraduate Statistics Class Project Competition. Project mentor, Nathan Tintle of Dordt College, will briefly discuss the class assignment underlying the project and how he handles the project and the competition. Joshua Nymeyer, Dordt College, the team leader from the this class project will present their work.
Dennis Pearl, The Ohio State University
Tuesday, September 10, 2013 - 12:00pm ET
This webinar will describe the motivation and summarize the major points of a recently released report on connecting research and practice in statistics education. The report seeks to foster productivity and coherence in statistics education research by providing a portal to the statistics education literature, guidance on important priorities in the field, and the impetus for development and wide use of instruments needed to address fundamental questions in the field.
Robin Lock, St. Lawrence University
Tuesday, August 27, 2013 - 12:00pm ET
We have developed a set of freely available web-based apps called StatKey (lock5stat.com/statkey) for supporting statistics courses that use modern simulation methods (such as bootstrap intervals and randomization tests) to introduce the core ideas of statistical inference. In this webinar we demonstrate the main features of StatKey and discuss how it can be used to make these methods easily accessible and understandable for students with a wide variety of backgrounds. Although StatKey's built-in examples are coordinated with the Wiley text Statistics: Unlocking the Power of Data, the tools allow students and instructors to input and analyze their own data and can be used with any course seeking to give students experience with what many people call the "next big thing" in statistics education.
Lawrence Lesser, The University of Texas at El Paso; Rob Carver, Stonehill College; and Patricia Erickson, Taylor University; on behalf of the paper's 11-author team
Tuesday, August 20, 2013 - 12:00pm ET
In this webinar, we discuss the rationale and results for an exploratory survey on (N = 249) statistics instructors' use of fun, including their motivations, hesitations, and awareness of resources. Respondents were attendees at the 2011 United States Conference on Teaching Statistics and 16 completed phone interviews after the conference.
Kirsten Doehler & Laura Taylor; Elon University
Tuesday, July 16, 2013 - 12:00pm ET
Our presentation will highlight the needs in statistics education from the perspective of client disciplines based on the use of statistics in teaching and research in various academic affiliations. This information will cultivate discussion on how to use the information to guide curriculum development in introductory statistics. As a result of this study, a large data set was compiled that can be used in the classroom for students to explore. A demonstration of how to access and use the data set in class will be given.
Todd Schwartz, University of North Carolina, Chapel Hill
Tuesday, June 18, 2013 - 12:00pm ET
Teaching Principles of One-Way Analysis of Variance Using M&M's Candy
I present an active learning classroom exercise illustrating essential principles of one-way analysis of variance (ANOVA) methods. The exercise is easily conducted by the instructor and is instructive (as well as enjoyable) for the students. This is conducive for demonstrating many theoretical and practical issues related to ANOVA and lends itself to multiple possible configurations of ANOVA results, leading to rich classroom discussion and deeper student understanding of real-world applications of the methods.
The Cleveland Clinic Statistical Education Dataset Repository: Examples and more Examples
Examples are highly sought by both students and teachers. This is particularly true as many statistical instructors aim to engage their students and increase active participation. While simulated datasets are functional, they lack real perspective and the intricacies of actual data. Described is the creation of a new web-based statistical educational resource. This growing dataset repository presents raw data from real medical studies and offers (a) a vignette summarizing the study, research question and study design; (b) a data dictionary with clear documentation of variables and codes; (c) a complete citation for the associated study publication; and (d) a variety of data formats compatible with the majority of statistical packages.
Lisa Dierker, Wesleyan University
Tuesday, June 11, 2013 - 12:00pm ET
Lisa Dierker will offer reflections on the pedagogical design and experience of teaching her NSF-funded, passion-driven, project-based introductory statistics course both on campus, at Wesleyan University, and within the Massive Open On-line Course (MOOC) environment. www.wesleyan.edu/qac/curriculum