Have you ever thought about how your students’ attitudes might relate to their learning? Help us find out!
We hope that you are willing to join us<https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdocs.goog…> as we strive to understand the role that student attitudes play in the learning process. We are a team of researchers working on a project<https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.nsf.g…> funded by the National Science Foundation (DUE-2013392) to develop validated instruments measuring student and instructor attitudes toward statistics and data science. We refer to this project as MASDER (Motivational Attitudes in Statistics and Data Science Education Research). These instruments will allow us to understand how student attitudes toward statistics relate to course grades and conceptual understanding, as well as to instructor attitudes, pedagogical modalities, and course and university characteristics. We hope you will agree to participate in this important work.
This Fall we are looking for instructors who are willing to give students in their undergraduate statistics courses our pilot Student Survey of Motivational Attitudes toward Statistics (S-SOMAS). We will make this as easy as possible for you by providing an individualized link for administering this survey to your class. It should only take students about 10-15 minutes to complete.
This project has been approved by our Institutional Review Board (IRB).They have also set forth some guidelines that we must follow in conducting this research, which we describe herein. The survey should be assigned either for class credit or for extra credit in order to increase the response rates. We will share with you a list of students who completed the consent form, but we are unable to reveal additional student information or survey responses. Your involvement in this project improves the quality of the final survey which we will develop. Amalgamated, de-identified survey data will be publicly available at the end of the grant period, as well as additional material. If you would like to connect with your IRB before administering the survey, you may provide them with this folder<https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdrive.goo…> that includes information they might need to determine your eligibility to administer the survey.
If you are interested in participating, please fill out this short survey<https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdocs.goog…> by October 27th. This short survey should be completed for each course you plan to administer the S-SOMAS to. You do not need to complete the survey multiple times for each section within a course. We would like your students to complete the S-SOMAS survey by December 1st. We will begin recruitment for the Spring 2022 semester after Thanksgiving. We also encourage you to share this email with colleagues who might be interested.
We thank you in advance for your help!
Alana Unfried (PI), California State University - Monterey Bay
Leyla Batakci, Elizabethtown College
Wendine Bolon, Monmouth College
Marjorie Bond, Monmouth College
April Kerby-Helm, Winona State University
Michael Posner, Villanova University
Douglas Whitaker, Mount Saint Vincent University
The next webinar in the CAUSE (the Consortium for the Advancement of Undergraduate Statistics Education) / Journal of Statistics and Data Science Education webinar series will be taking place on Tuesday, November 16, 2021 at 5:00pm ET (note the later time). The webinar is free but registration is required.
Do data competitions improve learning: A study on student performance, engagement, and experience with Kaggle InClass data challenges.
In the November CAUSE/Journal of Statistics and Data Science Education webinar series, we have invited the authors of this recently published paper to share their experiences in running data competitions as part of classes on statistical learning. Kaggle is a data modeling competition service, where participants compete to build a model with lower predictive error than other participants. Several years ago Kaggle released a simplified service that is ideal for instructors to run competitions in a classroom setting. This webinar describes the results of an experiment to determine if participating in a predictive modeling competition enhances learning. The evidence suggests it does. In addition, students were surveyed to examine if the competition improved engagement and interest in the class. The authors will also discuss the main issues to consider when setting up a data competition in a class, including the technical aspects of using the Kaggle InClass platform.
Julia Polak is a lecturer in Statistics at the University of Melbourne. She has a broad range of research interests including nonparametric methods, forecasting and data visualisation. In addition, Julia has many years of experience in teaching statistics and data science for different audience.
Di Cook is a Professor in Econometrics and Business Statistics at Monash University in Melbourne. Her research is in the area of data visualisation, especially the visualisation of high-dimensional data using tours with low-dimensional projections, and projection pursuit. A current focus is on bridging the gap between exploratory graphics and statistical inference.
Sign up for the webinar at: https://www.causeweb.org/cause/webinar/jsdse/2021-11<https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.cause…>
Northern Kentucky University
Tenure Track Assistant Professor OR Professor of Practice Statistics, With Data Science Emphasis Northern Kentucky University (7 miles from downtown Cincinnati) To apply, or for more information: https://jobs.nku.edu/postings/11025
The Department of Mathematics and Statistics at Northern Kentucky University seeks a new colleague in Statistics to support classes in both the Data Science and Statistics programs. The newly hired faculty member will support departmental and university efforts to improve student success across all course levels, as well as initiatives to grow enrollments in the data science, statistics, and mathematics majors.
Located seven miles from downtown Cincinnati in an area offering an outstanding quality of life, NKU is a nationally recognized metropolitan university committed to active engagement with the Northern Kentucky/Greater Cincinnati region of nearly two million people. Our institution is built on core values that emphasize multidimensional excellence, learner-centered education, civic engagement, multiculturalism, innovation, collegiality, and collaboration across disciplines and professional fields. We are further committed to diversity, equity, and inclusion work that impacts our students, faculty and staff.
The position begins August, 2022; Initial review of applications will begin November 19, 2021 and continue until the position is filled. For more information about the position, or to apply, please visit https://jobs.nku.edu/postings/11025
Montana State University
We are excited to announce that the Statistics group in the Department of Mathematical Sciences at Montana State University in Bozeman, MT is currently accepting applications for a tenure-track position as an Assistant Professor of Statistics. We are seeking candidates who are broadly trained in statistical theory, methods, and data analysis, and who have a commitment to excellence in teaching. We are interested in candidates with research in any area of statistics including, but not limited to, statistics education, biostatistics, statistical learning/data science, statistical computing, environmental and ecological statistics, experimental design, psychometrics, or social science statistics.
Here are the details:
MSU is an Equal Opportunity Employer, Veterans/Disabled
Thank you for your help with our recruiting efforts!
The ASA Section on Teaching of Statistics in the Health Sciences (TSHS) is excited to present our Fall 2021 webinar. Our speaker will be Dr. Philip M. Sedgwick of St. George’s, University of London, London UK, presenting issues of teaching null hypothesis significance testing in the health sciences.
The webinar is FREE and open to all. Details and registration information are below.
TITLE: Trials and Tribulations of Teaching NHST in the Health Sciences
PRESENTER: Dr. Philip M. Sedgwick, St. George’s, University of London, London UK
DATE/TIME: Wednesday, November 17, 2021 @ 1pm EST
VENUE: Online webinar hosted using the Zoom platform
ABSTRACT: Null hypothesis significance testing (NHST) with a critical level of significance of 5% (P<0.05) has become the cornerstone of research in the health sciences, underpinning decision making. However, considerable debate exists about its value with claims it is misused and misunderstood. It has been suggested it is because NHST and P-values are too difficult to teach, and encourage dichotomous thinking in students. Consequently, as part of statistics reform it has been proposed NHST should no longer be taught in introductory courses. However, this presentation will consider if the misuse of NHST principally results from it being taught in a mechanistic way, along with claims to knowledge in teaching and erosion of good practice. Whilst hypothesis testing has shortcomings, it is advocated it is an essential component of the undergraduate curriculum. Students’ understanding can be enhanced by providing philosophical perspectives to statistics, supplemented by overviews of Fisher’s and Neyman-Pearson’s theories. This helps the appreciation of the underlying principles of statistics based on uncertainty and probability, plus the contrast of statistical with contextual significance. Moreover, students need to appreciate when to use NHST rather than being taught it as the definitive approach of drawing inferences from data.
REGISTRATION: To register, please complete the form here:
The webinar link will be sent to you in a confirmation email after registering, and a link to the webinar recording will be sent to you about a week after the session.
Heather J. Hoffman, PhD
Department of Biostatistics and Bioinformatics
Milken Institute School of Public Health
The George Washington University
800 22nd Street, NW (7th Floor)
Washington, DC 20052
Phone: (202) 994-8587
Fax: (202) 912-8475
Sharing another job opening in the Penn State system (this is distinct from the one I shared previously). Penn State Behrend (below; Erie PA) & Penn State's University Park campus (State College, PA) are currently the only two (among ~ 25?) in the Penn State system to offer an undergraduate statistics credential. Behrend is also developing a new bachelor's degree in Data Analytics as well, so really cool things happening there.
Important note--Both positions I've shared recently (this one at Behrend & another at UP a couple weeks back) are separate and independent applications, so if you or anyone in your network would be interested in both positions please make sure both applications are submitted separately.
I've cc'ed Mike Rutter at Penn State Behrend if you'd like to follow up with him about the position there (reviews begin Oct 31), and I've cc'ed Scott Roths at University Park if you have questions about that position (application reviews imminent for that one).
All the best,
p.s. apologies that my email client makes the link below totally unrecognizeable as a security measure--please let Mike know if you have trouble accessing the application.
Dr. Matthew Beckman
Chair of Undergraduate Curricula
Statistics Department | Penn State University
326 Thomas Bldg | University Park, PA 16802
Assistant Professor of Statistics position at Penn State Behrend
If you know of any recently graduated or about to graduate Ph.D.
students interested in teaching at a primarily undergraduate
institution, please make them aware of the currently posted Assistant
Professor of Statistics tenure-track position at Penn State Behrend.
This is a great opportunity for statisticians or data scientists looking
to teach at a small university (4,000 undergrads) while maintaining an
active applied research program. The mathematics department at Behrend
currently has one tenure line statistics faculty, but the demand for
statistics classes is increasing and the current tenured statistics
faculty (me) is finding himself involved in more administrative work. A
great opportunity to continue working with the wonderful faculty in the
statistics department at UP as well.
Link to the job posting:
Review of applications will start October 31, 2021.
Dr. Michael A. Rutter
Associate Director, School of Science
Associate Professor of Statistics
Penn State Erie, The Behrend College
4205 College Drive
Erie, PA 16563
Webinar title: “Looking back on 30 years of the Journal of Statistics and Data Science Education with some of the founders”
Tuesday, October 19th (4:00-5:00pm ET)
In the October CAUSE/Journal of Statistics and Data Science Education webinar series, we will take a step back in time to talk with some of the founders of what was initially the “Journal of Statistics Education” and will be publishing its 30th volume in 2022.
In 1992, Daniel Solomon and colleagues organized a conference at North Carolina State University to explore the idea of an “Electronic Journal: Journal of Statistics Education”. Many ideas and considerable enthusiasm flowed.
The first issue of JSE was published in 1993 under the editorship of the late Jackie (E. Jacquelin) Dietz and managing editorship of J. Tim Arnold. Other contributing editors included Joan Garfield, Robin Lock, and Jeff Witmer. The inaugural issue included, among other things, an interview with Fred Mosteller, the structure and philosophy of the journal, and Joan Garfield’s widely cited paper “Teaching statistics using small-group cooperative learning”.
In this webinar, we will have a chance to hear from some of the founders about their vision for the journal from three decades ago, their reflections on what has transpired since then, and their prognostications for the future.
J. Tim Arnold is a Principal Software Developer at the SAS Institute. He served as the founding managing editor of JSE.
Joan Garfield is Professor Emeritus of the Department of Educational Psychology at the University of Minnesota. Joan served alongside the late J. Laurie Snell as co-editor of JSE’s “Teaching Bits, a Resource for Teachers of Statistics”.
Jeff Witmer is Professor of Mathematics at Oberlin College and is the current editor of the Journal of Statistics and Data Science Education. Jeff was a founding Associate Editor for JSE.
The webinar will take place on Tuesday, October 19th from 4:00-4:45pm ET.
Registration is required but is free:
Useful (but not required) background reading includes:
Arnold: Structure and philosophy of the Journal of Statistics Education, https://www.tandfonline.com/doi/full/10.1080/10691898.1993.11910456
Rossman and Dietz: Interview with Jackie Dietz, https://www.tandfonline.com/doi/abs/10.1080/10691898.2011.11889616
We hope that you can join what promises to be a lively discussion about the founding of the journal from some of those who had the vision and energy to make it a reality.
Leigh Johnson (Capital University) and Nick Horton (Amherst College)
Moderators, CAUSE/JSDSE Webinar Series
Beitzel Professor of Technology and Society (Statistics and Data Science)
If you receive this outside of your working hours, it is because I am working flexibly in a way that works for me. I respect other working patterns and don’t expect replies outside working hours.
The Consortium for the Advancement of Undergraduate Statistics Education is happy to announce our 65th Cartoon Caption Contest! Each month a cartoon, drawn by British cartoonist John Landers, is posted for you and your students to suggest statistical captions (cartoons are posted at the beginning of the month and submissions are due at the end of the month). The caption contest is offered as a fun way to get your students thinking independently about statistical concepts.
The next cartoon and the entry rules for the contest ending October 31 are at
The best submission will be posted on CAUSEweb and the winner(s) will receive their choice of a coffee mug or t-shirt imprinted with the final cartoon.
September Results: The September caption contest featured a Zeus like character in the clouds throwing lightning bolts. On the ground a woman is giving a presentation to a small group of attentive people – though one person standing up has been hit by one of the bolts. A line graph on the poster presented by the woman shows a pattern that looks like a lightning bolt. The winning caption for the September contest was “A good plot brings a jolt of understanding,” written by Claran Evans from Wake Forest University. Claran’s caption can be used to help start a class conversation about how good visualizations are important for understanding and communicating data analyses. An honorable mention this month goes to Greg Baugher of Mercer University for his caption: “Zeta, little-known god of statistics, sends his bolt to mesmerize another student with regression analysis, but in a very non-linear way!,” that allows an instructor to discuss the problematic attribute of a time series that looks like a lightning bolt having more than one y-value for the same x (time). A second honorable mention goes to Jim Alloway of EMSQ Associates for his caption: “An effective graph should not require being struck by lightning to see interesting patterns,” for discussing how an effective graphical representation should make interesting features jump out at the user.
Thanks to everyone who submitted a caption and congratulations to our winners!
Thank you for considering Wittenberg University in your search.
About Wittenberg University:
Please visit the About Wittenberg page<https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.witte…> to learn more about the University.
Wittenberg University's Department of Math and Computer Science is seeking a new colleague in data science. This is a full-time, tenure-track, assistant professor position to begin August 2022. Wittenberg is committed to attracting and retaining highly qualified individuals who collectively reflect the diversity of our student body and society at-large. The primary responsibilities for this position include teaching the full range of undergraduate data science and statistics courses and leading the growing major/minor programs in data science and statistics. In addition, the candidate must teach some courses in the computer science curriculum. The candidate will participate in university and department governance, advise students, and maintain an active professional development program. Additionally, the candidate will work closely with all departments that require data science and statistics coursework.
A Ph.D. in data science or statistics (or related field) is preferred. ABD's will be considered. Some college-level teaching experience is required and candidates should have a strong commitment to undergraduate teaching in a liberal arts setting.
The successful candidate will demonstrate support for diversity, equity and inclusiveness as well as participate in maintaining a respectful, positive work environment. Please see our notice of nondiscrimination<https://nam10.safelinks.protection.outlook.com/?url=http%3A%2F%2Fwww.witten…> housed on our website.
Wittenberg University is committed to preventing and addressing sexual misconduct in our campus community. Click here to view our Title IX policies<https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.witte…>.
Review of applications will begin October 22, and continue until the position is filled.
Interested applicants must apply online; applications will not be accepted by email or postal mail. As part of the application process, please upload:
* Letter of application.
* Curriculum vitae.
* Statement of teaching philosophy containing evidence of successful teaching.
* A research statement written for non-experts.
* A statement that addresses your interest in teaching in a baccalaureate program at a liberal arts college and how your experiences with teaching, scholarship, and/or service might contribute to a college community that includes a commitment to diversity and inclusion as one of its core values.
* Unofficial undergraduate and graduate transcripts.
In addition, please ask your referees (three) to send their recommendation letters via email directly to Deborah Edwards, Academic Administrative Assistant at edwardsd(a)wittenberg.edu<mailto:firstname.lastname@example.org>.
If you are a person with a disability and require assistance with the application process, please contact Wittenberg's Human Resources Department at 937-327-7517.