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  • There is no such thing as no chance is a quote by American businessman and founder of the Ford Motor Company, Henry Ford (1863-1947). The quote is from a speech given to the 1930 class of students at Edison Laboratory in Menlo Park, New Jersey. It is referred to on page 14 of the 1930 book "American Florist".

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  • A joke to teach the meaning of "significance" written in 2011 by University of Texas at El Paso professor of Mathematical Sciences, Lawrence Mark Lesser (1964-).

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  • This hour long radio podcast focuses on stochasticity, or randomness. According the website: "Stochasticity (a wonderfully slippery and smarty-pants word for randomness), may be at the very foundation of our lives. To understand how big a role it plays, we look at chance and patterns in sports, lottery tickets, and even the cells in our own body. Along the way, we talk to a woman suddenly consumed by a frenzied gambling addiction, meet two friends whose meeting seems to defy pure chance, and take a close look at some very noisy bacteria." Several guests appear in this radio podcast, including Deborah Nolan.

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  • This 6 minute 39 second video can be used to teach the difference between correlation and causation. For example, that a relationship between X and Y might be explained by X causing Y, Y causing X, or a third factor that drives them both. The video is episode #109 (Nov 10, 2009) in the Psych Files podcast series produced and hosted by Michael A. Britt, Ph.D. at www.thepsychfiles.com. Video is free to use in the classroom or on course websites under a non-commercial ShareAlike creative commons license.

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  • A cartoon suitable for use in teaching ideas about independence and conditional probability. The cartoon is number 795 from the webcomic series at xkcd.com created by Randall Munroe. Free to use in the classroom and on course web sites under a creative commons attribution-non-commercial 2.5 license.

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  • August 10, 2010 T&L webinar presented by Diane Fisher (University of Louisiana at Lafayette), Jennifer Kaplan (Michigan State University), and Neal Rogness (Grand Valley State University) and hosted by Jackie Miller(The Ohio State University). Our research shows that half of the students entering a statistics course use the word random colloquially to mean, "haphazard" or "out of the ordinary." Another large subset of students define random as, "selecting without prior knowledge or criteria." At the end of the semester, only 8% of students we studied gave a correct statistical definition for the word random and most students still define random as, "selecting without order or reason." In this session we will present a classroom approach to help students better understand what statisticians mean by random or randomness as well as preliminary results of the affect of this approach.
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  • September 14, 2010 T&L webinar presented by Thomas Moore(Grinnell College) and hosted by Jackie Miller(The Ohio State University). Permutation tests and randomization tests were introduced almost a century ago, well before inexpensive, high-speed computing made them feasible to use. Fisher and Pitman showed the two-sample t-test could approximate the permutation test in a two independent groups experiment. Today many statistics educators are returning to the permutation test as a more intuitive way to teach hypothesis testing. In this presentation, I will show an interesting teaching example about primate behavior that illustrates how simple permutation tests are to use, even with a messier data set that admits of no obvious and easy-to-compute approximation.
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  • October 12, 2010 T&L webinar presented by George Cobb(Mount Holyoke College) and hosted by Leigh Slauson (Capital University). What's the best way to introduce students of mathematics to statistics? Tradition offers two main choices: a variant of the standard "Stat 101" course, or some version of the two-semester sequence in probability and mathematical statistics. I hope to convince participants to think seriously about a third option: the theory and applications of linear models as a first statistics course for sophomore math majors. Rather than subject you to a half-hour polemic, however, I plan to talk concretely about multiple regression models and methodological challenges that arise in connection with AAUP data relating faculty salaries to the percentage of women faculty, and to present also a short geometric proof of the Gauss-Markov Theorem.
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  • November 9, 2010 T&L webinar presented by Jiyoon Park and Audbjorg Bjornsdottir (University of Minnesota) and hosted by Jackie Miller (The Ohio State University). This webinar presents the development of a new instrument designed to assess the practices and beliefs of teachers of introductory statistics courses. The Statistics Teaching Inventory (STI) was developed to be used as a national survey to assess changes in teaching over time as well as for use in evaluating professional development activities. We will describe the instrument and the validation process, and invite comments and suggestions about its content and potential use in research and evaluation studies.
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  • December 14, 2010 T&L webinar presented by Dianna Spence & Brad Bailey (North Georgia College & State University) and hosted by Jackie Miller (The Ohio State University). When instructors have their students implement "real-world" projects in statistics, a number of questions arise: Where can students locate real data to analyze? What kinds of meaningful research questions can we help students to formulate? What aspects of statistical research can be covered in a project? What are reasonable methods for evaluating the student's work? The presenters will share resources developed during an NSF-funded study to develop and test curriculum materials for student projects in statistics, using linear regression and t-test scenarios.
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