Reminder: abstracts for USCOTS Posters and demonstrations early deadline is tomorrow
Abstracts for posters or demonstrations in the USCOTS Posters and Beyond session submitted before Wednesday, February 1 , 2017 at 11:59pm will receive feedback from the session organizers by Saturday, February 25 , 2017. Final abstracts should be submitted by Wednesday, March 15 , 2017 at 11:59pm.
Abstracts submitted between February 1 and March 15 will be considered for selection, but will not receive feedback from the session organizers. Please note that the committee will be looking for proof or potential for efficacy in the classroom. Those submitting posters should consider having some citations to support their work.
The P&B session provides an opportunity for conference participants to display a poster of their ideas or provide a small demonstration of their favorite examples, activities, and teaching methods.
Reminder - Submissions for the February CAUSE cartoon caption contest are due on Wednesday !
Message: Now is a great time to get your students thinking about statistical issues by entering the CAUSE cartoon caption contest. A new cartoon is posted on the second day of each month and submissions are due the first of each month. Caption submissions for this month's contest may be submitted at https://www.causeweb.org/cause/caption-contest/february/2017/submissions and are due on Wednesday February 1
Monnie McGee, Lynne Stokes, and Pavel Nadolsky, Southern Methodist University presents........ Just-in-Time Teaching in Statistics Classrooms
02:00pm - 03:00pm Eastern Standard Time, January 17th, 2017
Link to register : https://www.causeweb.org/cause/webinar
Title: Just-in-Time Teaching in Statistics Classrooms
Abstract: In this webinar we will present our experiences and provide tips on how to implement a flipped classroom approach we call "Just-in-Time Teaching." In this method in and out of classroom activities are reversed; student preparation before class includes watching a brief lecture via video and responding to web-based discussion questions designed to elicit common misunderstandings students have, and class time is reserved for guided practice to reinforce new knowledge.
Logistics : The webinar will be conducted using the GoToWebinar software platform. A computer with internet access is all you need. GoToWebinar offers audio participation through your computer microphone.
All registered webinar attendees will receive a confirmation email generated by the GoToWebinar system upon registering. This email includes a link to enter the webinar. Keep this confirmation email as you will use this link to enter the webinar – you will also be sent a reminder with the link two hours before the webinar begins. Once you leave the webinar, you cannot re-enter. If you have not used GoToWebinar before, please review the information below. The webinar will be recorded and the archived version will be available on-line within a few days following the presentation, if you are unable to attend.
For PC-based participants:
* Windows 8, 7, Vista, XP or 2003 Server.
* Cable modem, DSL, or better Internet connection.
* Dual-core 2.4GHz CPU or faster with 2GB of RAM or more.
* Participants wishing to connect to audio using VoIP will need a fast Internet connection, a microphone and speakers (or USB headset).
For Mac-based participants:
* Mac OS X 10.6 – Snow Leopard or newer.
* Intel processor with 1GB of RAM or more.
* Cable modem, DSL, or better Internet connection.
* Macs have built-in speakers and a microphone with ambient noise reduction that will work well for VoIP.
Dear Members of the Statistics Education Research Community,
> I am leading a team that is conducting a meta-analysis of how innovations in undergraduate STEM courses have impacted traditional achievement gaps experienced by students who are 1) female, 2) members of underrepresented minorities (African-American, Hispanic, Native American, or Pacific Islander/Native Hawaiian), 3) from low-income backgrounds, and/or 4) first-in-family to complete college. This project is a follow-on to a paper that our group published in PNAS in 2014, showing that for all students in STEM, active learning has large benefits compared to traditional lecturing ( http://www.pnas.org/content/111/23/8410.abstract ).
> Because it is extremely important for us to include as many datasets on this question as possible--published or unpublished, and whether they showed an impact or not--I am inquiring to find out if you have data on whether course innovations you’ve been involved in affected the performance of any or all of the types of students listed above in a negative, neutral, or positive way.
> If so, and if you would be willing to contribute these data to the meta-analysis (again, they do not need to be published), please email me at srf991(a)uw.edu and I’ll send you a description of exactly the data we need.
> Thank you so much for considering, and for your important work on behalf of student success.
> With best wishes,
> Dr. Scott Freeman, Lecturer
> Department of Biology, Box 355320
> University of Washington
> Seattle WA 98115 USA
The CAUSE Cartoon Caption Contest for February is now taking entries
The Consortium for the Advancement of Undergraduate Statistics Education is happy to announce our ninth Cartoon Caption Contest. Each month a cartoon, drawn by British cartoonist John Landers, will be posted for you and your students to suggest statistical captions. We are especially hoping that instructors will see this as a fun way for their students to get involved in thinking about statistical ideas. (note the cartoons are post on the 2nd day of each month)
The next cartoon and the entry rules for the contest ending February 1 are at
The best captions will be posted on CAUSEweb and the winner(s) will receive their choice of a coffee mug or t-shirt imprinted with the cartoon or free registration to eCOTS 2018.
January Results: Due to the holidays we had just 11 submissions for the January caption contest that featured a cartoon showing a line getting on an elevator including 5 people, 2 mice, two ducks, and a goat – with a directory showing that Simpson’s Lab is on the 2nd floor and the other floors have clinics, labs, and dental offices. The January caption contest was won by (now three-time winner) Larry Lesser from The University of Texas at El Paso. Larry’s caption “The Elevator Paradox has its ups and downs,” was selected for its potential use in a probability course to foster a discussion about the elevator paradox as well as other elevator related probability problems. Two honorable mentions that rose to the top of the judging included “Dr. Peterson was used to long lines at the elevator, but this was no normal distribution,” written by Robert Garrett a student at Miami University and “Please hit 3 and 5. Those are Simpson's pair-a-ducks, and tell Hansen he'd better use stratified sampling!” written by an anonymous author. The cartoon may be well suited to discussing the idea of stratification into two groups such as people vs animals or animals with teeth vs those without (the ducks).
Thanks to everyone who submitted a caption and congratulations to all of our Winner
Happy New Year! Here is info about the new data science guidelines:
Curriculum Guidelines for Undergraduate Programs in Data Science Members of the Park City Math Institute 2016 Summer Undergraduate Faculty Program met to compose guidelines for undergraduate programs in data science. The group consisted of 25 undergraduate faculty from a variety of institutions in the United States, primarily from the mathematics, statistics, and computer science disciplines. These guidelines—endorsed by the ASA Board of Directors—are meant to provide structure for institutions planning for or revising a major in data science and will appear in a forthcoming issue of the Annual Review of Statistics .
You can find the guidelines at http://www.amstat.org/asa/files/pdfs/EDU-DataScienceGuidelines.pdf and a story about the ASA Board endorsing them at http://www.amstat.org/ASA/News/ASA-Board-of-Directors-Approve-Endorse-New-U…
Director of Education
American Statistical Association Promoting the Practice and Profession of Statistics ®
732 North Washington Street Alexandria, VA 22314-1943
(703) 684-1221 , Ext. 1877
Fax: (703) 684-3768
Subject: January CAUSE cartoon caption contest extended
Because of the holidays we are extending the CAUSE cartoon caption contest for an extra week. You and your students may also enter the this month's contest which will take submissions until February 1 .
Beth Chance and Allan Rossman will be leading a one-day workshop on Teaching Introductory Statistics with Simulation-Based Inference at
Cuesta College in San Luis Obispo, CA on Saturday, February 4 .
More information and a registration form (for this free workshop) can be
Allan J. Rossman
Professor and Chair
San Luis Obispo, CA 93407
Ask Good Questions
SUBJECT: Enrollment open for the FREE Teaching Statistics Through Data Investigations MOOC
Registration is now open for the Teaching Statistics Through Data Investigations MOOC for Educators. This course focuses on learning approaches and teaching strategies for teaching statistics with real data, and introduces participants to many rich resources and technology tools. Past participants (over 2700 from 84 countries and all 50 states), have included educators who teach statistics in middle school or high school (preservice or inservice) and intro level statistics in college to undergraduates or graduate students. Mathematics teacher educators who prepare teachers to teach statistics also find this course useful for supplementing their methods instruction.
The course opens January 23rd 2017 and will remain open through mid May to allow for flexibility in learning at your own pace.
The course features video discussions of an expert panel of statistics educators that includes Hollylynne Lee (course designer and instructor), Christine Franklin (ASA’s K-12 Statistics Ambassador), Webster West (developer of StatCrunch), and Susan Friel (author of statistics content in a middle school series Connected Mathematics Project). There are many engaging videos of students and teachers working in classrooms and opportunities to dive into real data sets using technology tools. Participants can join a community of educators dedicated to improving their practices and learn with and from each other in our rich discussion forums!
Participants can earn a certificate for 20 hrs of professional development, plus demonstrate their competency through performance assessments, called micro-credentials, related to understanding principles to guide instruction (extended from ASA’s GAISE documents), and designing worthwhile statistics tasks . Each micro-credential can lead to set number of Continuing Education Units (CEUs), plus a certificate and digital badge.
The ASA is providing funds to support teams of educators working together in the course. A team leader can earn $750 for forming a team of educators and hosting several support meetings (in person or virtual) throughout the course. A team could consist of middle school or high school teachers, university faculty or TAs, or community college faculty. If you are interested in forming a team, please complete this interest form . The attached flyers can be used to recruit a team. Please share this information with anyone you know who may be interested in this FREE online professional development course, funded with support from the William and Ida Hewlett Foundation. Contact me with any questions at hollylynne(a)ncsu.edu .
Hollylynne S. Lee
Professor, Mathematics and Statistics Education
University Faculty Scholar
Department of Science, Technology, Engineering, and Mathematics Education
Faculty Fellow, Friday Institute for Educational Innovation
NC State University
Campus Box 7801
502C Poe Hall
Raleigh, NC 27695
http:// friday .institute/tsdi