USCOTS • May 17-19, 2007
Breakout Session Abstracts

"Exploring the Next Level in AP Statistics - The Concepts Behind the Formulae"

John Diehl, Hinsdale Central High School; Robin Levine-Wissing, Glenbrook North High School; & Tim Sirois, Highland Park High School

Explore methods to increase student understanding of formulae used in the AP Statistics course, including formulae for: sample variation, regression coefficients, coefficient of determination, standard error of means, and inference for slope. Design responses to typical questions such as: Why n-1? Why σ / √n ? Why np > 10?

"Connecting Research to Practice: Collaboration, Mixed Methods, and Lessons Learned"

Beth Chance, California Polytechnic University; Joan Garfield, University of Minnesota; Paul Roback, St. Olaf College; & Mike Shaughnessy, Portland State University

This session shares information, materials, and practical advice on classroom-based research. Participants will reflect on anticipated and actual student responses to questions posed in the materials presented as well as discuss ways to gather qualitative and quantitative evidence to evaluate the impact of materials developed in these research projects.

"Developing the Optimal Undergraduate Statistics Major"

Christine Franklin, University of Georgia

Find out how the UGA undergraduate major evolved to its present program. Discuss questions such as: What are the necessary prerequisite and required courses for the statistics major? How does a program incorporate writing, communication, and consulting skills? What are the college resources needed to offer a major? Think about the goals, needs, obstacles and strategies for developing an undergraduate statistics major in your program.

"Launching Catapults to Teach Basic Experimental Design"

Mark G. Haug, University of Kansas School of Business

Discover new and fun ways to teach experimental design through the use of catapults. Work in groups using catapults in a variety of hands-on lab activities. See how catapults can help students understand the basics ideas of experimental design by putting them into action. Discuss ways that the underlying lessons can be applied to the real world.

"Teaching with Clickers"

Roxy Peck, California Polytechnic University

Using clickers (student response systems) in class is proving to be an effective way to engage students, but does it also contribute to student learning. In this session, ways in which clickers can be used in the introductory statistics course will be explored. Research on the impact on student learning, with examples from statistics as well as other disciplines, will be summarized.

"We Teach Statistics '2'!"

Jonathan Baker, Columbus State Community College; & Michelle Persinger, The Ohio State University Mansfield Campus

Did you know that almost half of today's undergraduates are enrolled in at least one course at a "2"-year college? This session highlights the challenges and benefits commensurate with bringing statistical literacy to these students. Topics discussed will include: pedagogical advantages of small class sizes, incorporation of class projects, and web-based instruction.

"How Much Does a Single M&M Weigh? Developing Activities for Engaging Students in Statistical Discovery"

Amy Froelich & W. Robert Stephenson, Iowa State University

Engage in a series of activities based on one data collection exercise covering many topics presented in the introductory course: descriptive statistics, normal distributions, correlation and regression and experimentation. Examine how these activities can be extended to topics covered beyond the introductory course.

"Improving your Students' Understanding of Scatterplots"

Tisha Hooks, Christopher Malone, & Susan Beseler, Winona State University

This interactive session focuses on how students at various levels interpret scatterplots. You'll explore several datasets and focus on different levels of understanding. And you'll see what can be done to improve students' statistical reasoning with scatterplots.

"Pet Pedagogical Peeves in 'Penta-decades' of Professing"

Mark Berenson, Montclair State University

It is disappointing that our beloved subject is perceived as "unsatisfying." The "root causes" of this must be addressed. I will present my pet pedagogical peeves and I wish to engage participants in discussing resolutions and in raising other peeves that must be considered.

"Finding Statistics Teaching and Learning Online Resources: through CAUSEweb"

Ginger Holmes Rowell, Scott N. McDaniel, Lisa Green, & Megan Hall, Middle Tennessee State University

CAUSEweb is a digital library of online statistics education resources. This searchable database provides easy access to lecture examples, laboratories, projects, teaching tips, datasets, and other excellent resources. In this session you engage in exploring CAUSEweb's collection for materials that address your statistics teaching needs.

"Make your Own Podcast"

Ryan Hayes, The Ohio State University

All your students have iPods, and you've heard great things about podcasting, but you just haven't had the time to try it out for yourself - or maybe you feel a little intimidated - or maybe you're not even sure what a podcast is. In this session you learn the basics and benefits of podcasting and work in groups to make your own podcast.