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CAUSEweb.org |
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Navigation: CAUSEweb ⇒ USCOTS ⇒ USCOTS 2005 ⇒ Plenary Sessions
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| USCOTS 2005 |
Plenary Session on Curriculum
"Statistics for All: Nearer Our Destination or Slip Sliding Away?"
Speakers: Richard Scheaffer and Ann Watkins
Abstract: An astonishing change has taken place in the statistics curriculum in the past 25 years. Or has it? Certainly great new books, materials, labs, technology, and activities are available. Has this brought us closer to achieving our goal of statistical literacy for all college students? Are students able to obtain the depth of statistical knowledge needed for their specializations? Is statistical thinking permeating the quantitative world? Answers to such questions depend on perusal of both school and college curricula and the articulation between them.
Presentations: PowerPoint (Scheaffer) & PowerPoint (Watkins)
Activity: Response Data (Watkins) & Graphs (Watkins)
Photos:
Plenary Session on Pedagogy
"How Did Teaching Introductory Statistics Get to Be So Complicated?!?"
Speaker: Roxy Peck
Abstract: This talk will illustrate three observations regarding student learning and explore their implications for the way in which introductory statistics is taught.
Presentation: PowerPoint
Activity: Response Data
Photos:
Plenary Session on Research
"I Wonder"
Speaker: Cliff Konold
Abstract: Research reports typically omit the description of where the idea for the research came from. In this presentation, I attempt to reconstruct the beginnings of and inspiration behind several of my studies and make some observations about this question-formation process. Of course, the thought process leading up to a study is irrelevant to the question of whether there is scientific support for the conclusions we draw from our research. However, generating fruitful research ideas is undoubtedly the most important and challenging part of our enterprise.
Presentation:
Photos:
Plenary Session on Resources
"Incorporating Resources for Teaching Statistics"
Speakers: Robin Lock and Roger Woodard
Abstract: "I want to teach a modern, data-driven, activity-rich, conceptually-based, technology-enhanced, authentically-assessed introductory statistics course like I've been hearing about at USCOTS. I've seen lots of interesting ideas, but now I have to go back and see what can actually be done in my own teaching situation. Once I'm back "home" where can I find the resources I need to support the changes I want to make and how might I go about using them?" This is an important question to answer. We'll offer our best advice for strategies and ideas for incorporating teaching resources into your classes in this session.
Presentation:
Activity: Response Data
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Banquet Dinner
"Introductory Statistics: A Saber Tooth Curriculum?"
Speaker: George Cobb
Abstract: According to J. Abner Peddiwell's The Saber Tooth Curriculum, "The important thing is to recognize the principle, not to do obeisance before one of the cogs of its mechanism." In my talk I plan to argue that despite laudable changes in content and broad agreement about what we should teach in the introductory statistics course, far too much of our energy is still devoted to mere cogs in the mechanism. I'll offer some thoughts about historical reasons for this shortsighted preoccupation, then get specific about what this costs in terms of student learning, what it is that I think we should scrap, and what things I'd like to see us teach instead.
Presentation: PowerPoint
Photos: