CAUSE December 2017

cause@causeweb.org

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Webinar Tue, Oct 17th 2:00 EDT Regression to the Mean/The regression effect, Presented by: Jeff Witmer

by LAURA BURGHARD

Webinar : Presented by Jeff Witmer Title: Regression to the Mean/The regression effect Please sign up to register, link to register: [ https://www.causeweb.org/cause/webinar/teaching/2017-10 | https://www.causeweb.org/cause/webinar/teaching/2017-10 ] Abstract: Regression to the mean, also known as "the regression effect," is an important but sometimes overlooked topic in introductory statistics. We will discuss the regression effect and how to teach it. We will also consider a number of examples of the "regression fallacy," in which people who are ignorant of the regression effect make up ad hoc (and sometimes very misleading) explanations for what they see in data. -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 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: * Internet Explorer 7.0 or newer, Mozilla Firefox 4.0 or newer or Google Chrome 5.0 or newer. JavaScript must be enabled. * 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: * Safari 3.0 or newer, Firefox 4.0 or newer or Google Chrome 5.0 or newer. JavaScript must be enabled. * 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.

5 years, 9 months

The CAUSE Cartoon Caption Contest for December is now taking entries

by LAURA BURGHARD

The CAUSE Cartoon Caption Contest for December is now taking entries The Consortium for the Advancement of Undergraduate Statistics Education is happy to announce our 19th 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. (note the cartoons are posted at the beginning of the previous month and submissions are due at the end of the month) The next cartoon and the entry rules for the contest ending December 31st are at [ https://www.causeweb.org/cause/caption-contest/december/2017/submissions | https://www.causeweb.org/cause/caption-contest/december/2017/submissions ] 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. Enjoy. November Results: The November caption contest featured a cartoon showing an electricity failure at night after a storm near the “Institute of Clinical Statistics.” The winning caption for the November contest was “We were unable to reach significance due to insufficient power,” written by John Dawson from Texas Tech University. Greg’s caption provided a nice avenue for facilitating discussions of power in significance testing. An honorable mention also goes to “Clinical Statisticians Are Terrified of Lurking Variables In the Dark,” written by Joy Xiong, a student at Strath Haven High School. Another honorable mention goes to “This is not what was meant when we said the results would be more shocking if the study was blinded,” written by Matt Rissler from Loras College. Thanks to everyone who submitted a caption and congratulations to our Winners!

5 years, 11 months

Nominations Invited for Causality in Statistics Education Award - Deadline March 1, 2018

by LAURA BURGHARD

Nominations Invited for Causality in Statistics Education Award - Deadline March 1 , 2018 The Causality in Statistics Education Award is aimed at encouraging the teaching of basic causal inference in introductory statistics courses. Originally donated by Judea Pearl and now sponsored by Microsoft Research and Google, the prize is motivated by the growing importance of introducing core elements of causal inference into undergraduate and lower-division graduate classes in statistics. For more information and previous winning materials, please see [ http://www.amstat.org/education/causalityprize/ | http://www.amstat.org/education/causalityprize/ ] . Nominations and questions should be sent to the ASA office at educinfo(a)amstat.org. The nomination deadline is March 1 , 2018.

5 years, 11 months

Reminder: the next USPROC Deadline is Dec 22

by LAURA BURGHARD

Hi everyone, As co-chairs of the Undergraduate Statistics Project Competition (USPROC) organizing committee, we're writing with one last reminder about our upcoming deadline for submission. As you teach classes, and do research with undergraduate students, please consider having your students submit to USPROC. The deadline is just under 2 weeks away, on Friday, December 22 , 2017. Winners receive cash prizes! Learn more here: USPROC. We have two main categories: the USCLAP competition, for students taking a statistics course at the introductory, or intermediate, level, and the USRESP competition, for students who conduct research in, say, an REU, a capstone project / Senior level course, or an independent project. Thus, tracks are available for all student levels. The purpose of USPROC is to encourage the development of data analysis skills, to enhance presentation skills, and to recognize outstanding work by undergraduate statistics students! If you have any questions, please e-mail Vittorio Addona ( addona(a)macalester.edu ). Best regards, the USPROC Co-Chairs Kelly McConville (Swarthmore College) Joseph Nolan (Northern Kentucky University) Vittorio Addona (Macalester College)

5 years, 12 months

Potential alternate hosts for USCOTS 2021

by LAURA BURGHARD

Potential alternate hosts for USCOTS 2021 At the 2017 CAUSE business meeting at JSM, the membership requested that options be explored for the location of USCOTS in 2021 to compare to the currently planned site in State College Pennsylvania. Requirements include conference facilities for a 3-day meeting of approximately 500 attendees and 2-days adjacent availability for workshops for approximately 200 with associated lodging and financial arrangements to minimize the cost of registration/travel/lodging for our guests. If you feel that your institution or regional organization might be able to host USCOTS in late spring or early summer in 2021, please email Dennis Pearl ( dkp13(a)psu.edu ) with enquiries.

6 years

SERJ Volume 16, Number 2 now available

by LAURA BURGHARD

Guest Editors, Rolf Biehler, Daniel Frischemeier and Susanne Podworny, with the assistance of Associate Editor Randall Groth, are pleased to announce the publication of a special issue of the Statistics Education Research Journal about Statistical Reasoning about Models and Modelling in the Context of Informal Statistical Inference. This issue also includes Regular papers from Editor Maxine Pfannkuch. Volume 16, Number 2, November 2017 Editorial (and front matter) [ https://iase-web.org/documents/SERJ/SERJ16(2)_Editorial.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Editorial.pdf ] Special Issue Computational Modelling and Children’s Expressions of Signal and Noise Janet Ainley and Dave Pratt [ https://iase-web.org/documents/SERJ/SERJ16(2)_Ainley.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Ainley.pdf ] The Co-Emergence of Aggregate and Modelling Reasoning Keren Aridor and Dani Ben-Zvi [ https://iase-web.org/documents/SERJ/SERJ16(2)_Aridor.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Aridor.pdf ] Modeling Signal-Noise Processes Supports Student Construction of a Hierarchical Image of Sample Richard Lehrer [ https://iase-web.org/documents/SERJ/SERJ16(2)_Lehrer.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Lehrer.pdf ] A Modeling Approach to the Development of Students’ Informal Inferential Reasoning Helen M. Doerr, Robert delMas, and Katie Makar [ https://iase-web.org/documents/SERJ/SERJ16(2)_Doerr.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Doerr.pdf ] Students’ Emergent Articulations of Statistical Models and Modeling in Making Informal Statistical Inferences Hana Manor Braham and Dani Ben-Zvi [ https://iase-web.org/documents/SERJ/SERJ16(2)_ManorBraham.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_ManorBraham.pdf ] Students’ Emergent Modelling of Statistical Measures—A Case Study Christian Büscher and Susanne Schnell [ https://iase-web.org/documents/SERJ/SERJ16(2)_Buescher.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Buescher.pdf ] Promoting Modelling and Covariational Reasoning among Secondary School Students in the Context of Big Data Einat Gil and Alison L. Gibbs [ https://iase-web.org/documents/SERJ/SERJ16(2)_Gil.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Gil.pdf ] Modeling as a Core Component of Structuring Data Clifford Konold, William Finzer, and Kosoom Kreetong [ https://iase-web.org/documents/SERJ/SERJ16(2)_Konold.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Konold.pdf ] TinkerPlot™ Model Construction Approaches for Comparing Two Groups: Student Perspectives Jennifer Noll and Dana Kirin [ https://iase-web.org/documents/SERJ/SERJ16(2)_Noll.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Noll.pdf ] Elementary Preservice Teachers’ Reasoning about Modeling a “Family Factory” with Tinkerplots—A Pilot Study Rolf Biehler, Daniel Frischemeier, and Susanne Podworny [ https://iase-web.org/documents/SERJ/SERJ16(2)_Biehler.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Biehler.pdf ] Pre-Service Mathematics Teachers’ Use of Probability Models in Making Informal Inferences about a Chance Game Sibel Kazak and Dave Pratt [ https://iase-web.org/documents/SERJ/SERJ16(2)_Kazak.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Kazak.pdf ] An Analysis of Secondary Teachers’ Reasoning with Participatory Sensing Data Robert Gould, Anna Bargagliotti, and Terri Johnson [ https://iase-web.org/documents/SERJ/SERJ16(2)_Gould.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Gould.pdf ] Regular Papers Personal Epistemologies of Statisticians in Academia: An Exploratory Study Aurel H. Diamond and Andreas J. Stylianides [ https://iase-web.org/documents/SERJ/SERJ16(2)_Diamond.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Diamond.pdf ] More than Just Numbers: Challenges for Professional Statisticians Claire Cameron, Ella Iosua, Matthew Parry, Rosalina Richards, and Chrystal Jaye [ https://iase-web.org/documents/SERJ/SERJ16(2)_Cameron.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Cameron.pdf ] Developing Statistical Knowledge for Teaching During Design-Based Research Randall Groth [ https://iase-web.org/documents/SERJ/SERJ16(2)_Groth.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Groth.pdf ] Secondary Students’ Considerations of Variability in Measurement Activities Based on Authentic Practices Adri Dierdorp, Arthur Bakker, Dani Ben-Zvi, and Katie Makar [ https://iase-web.org/documents/SERJ/SERJ16(2)_Dierdorp.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Dierdorp.pdf ] Cognitive Transfer Outcomes for a Simulation-Based Introductory Statistics Curriculum Matthew D. Beckman, Robert C. delMas, and Joan Garfield [ https://iase-web.org/documents/SERJ/SERJ16(2)_Beckman.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Beckman.pdf ] A Flipped Classroom Model for a Biostatistics Short Course Jacqueline E. McLaughlin and Isabell Kang [ https://iase-web.org/documents/SERJ/SERJ16(2)_McLaughlin.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_McLaughlin.pdf ] The Roles of Experience, Gender, and Individual Differences in Statistical Reasoning Nadia Martin, Jeffrey Hughes, and Jonathan Fugelsang [ https://iase-web.org/documents/SERJ/SERJ16(2)_Martin.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Martin.pdf ] When do Students’ Attitudes Change? Investigating Student Attitudes at Midterm April T. Kerby and Jacqueline R. Wroughton [ https://iase-web.org/documents/SERJ/SERJ16(2)_Kerby.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Kerby.pdf ] An Exploration of Student Attitudes and Satisfaction in a GAISE-Influenced Introductory Statistics Course Warren Paul and R. Clare Cunnington [ https://iase-web.org/documents/SERJ/SERJ16(2)_Paul.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Paul.pdf ] Conferences [ https://iase-web.org/documents/SERJ/SERJ16(2)_Conferences.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Conferences.pdf ] SERJ Referees [ https://iase-web.org/documents/SERJ/SERJ16(2)_Referees.pdf | https://iase-web.org/documents/SERJ/SERJ16(2)_Referees.pdf ] Please visit the main SERJ page at [ http://iase-web.org/Publications.php?p=SERJ | http://iase-web.org/Publications.php?p=SERJ ] for information about submitting manuscripts for review, and to access past issues. We apologize if you receive duplicate copies of this announcement or if you received it in error. ***************************************************************************

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CAUSE December 2017