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Teaching Methods

  • Chapter from a textbook that covers the topic of sample size by giving a thorough background and then covering issues that are involved when determining the sample size.
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  • These slides from the 2014 ICOTS workshop describe a minimal set of R commands for Introductory Statistics. Also, it describes the best way to teach them to students. There are 61 slides that start with plotting, move through modeling, and finish with randomization.
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  • This online booklet, Start Teaching with R, by Randall Pruim, Nicholas J. Horton, and Daniel T. Kaplan comes out of the Mosaic project. It describes how to get started teaching Statistics using R, and gives teaching tips for many ideas in the course, using R commands.

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  • Calibrated Peer Review (CPR) is a program, for networked computers, that enables frequent writing assignments without any increase in instructor work. In fact, CPR can reduce the time an instructor now spends reading and assessing student writing. CPR offers instructors the choice of creating their own writing assignments or using the rapidly expanding assignment library. If you believe in constructivist learning, writing is the most important tool that you have. But if you have a class of 300 students, grading essays challenges even the true believer. Calibrated Peer Review (CPR)can be used in classes of any size. CPR is based on the model of peer review in science. The student reads a document, either on-line or hard copy, then writes about it. When the student has demonstrated competence as a reviewer, the program delivers three peer documents on for review. The student answers content and style questions and assigns scores. Finally, the student does a self-review. The student grade comes from writing and reviewing. Even though the program is only in its third year, approximately 100,000 students have used it. Although CPR was designed for use in large chemistry classes, experience has shown that it can serve in many other disciplines, as well. Currently, business, chemistry, economics, English, and life science instructors are using CPR in college, graduate and professional, high schools and middle schools. CPR was developed in the Chemistry Department at U.C.L.A. with funding provided by the National Science Foundation and Howard Hughes Medical Institute.
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  • A collection of Statistics related Haikus collected by Nicholas Horton from his Math 190 (statistical Methods for Undergraduate Research) course at Smith College in Spring, 2005. These are included in the Statistics Haiku Project at http://www.math.smith.edu/~nhorton/haikustat.html
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  • TeachingWithData.org is portal of teaching and learning resources for infusing quantitative literacy into the social science curriculum. A Pathway of the National Science Digital Library, TwD aims to support the social science instructor at secondary and post-secondary schools by presenting user-friendly, data-driven student exercises, pedagogical literature, and much more! Resources are available on a wide range of topics and disciplines.

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  • June 22, 2010 Activity webinar presented by Paul Roback, St. Olaf College and hosted by Leigh Slauson, Capital University. This webinar describes an in-class activity, motivated by Case Study 1.1.1 in The Statistical Sleuth, in which students compose haiku poems about statistics. Their poems are used to introduce two-sample t-tests and randomization tests. In addition, the in-class experiment leads to good discussion about experimental design issues, where students compare our design to the actual experiment described in Amabile et al.(1985) "Motivation and Creativity: Effects of Motivational Orientation on Creative Writers", Journal of Personality and Social Psychology 48(2): 393-399. I use this activity on the first day of our second course in applied statistics (Statistical Modeling), but it could easily be used in an introductory course as well. Examples of haiku poems which have resulted from this activity can be found under CAUSEweb > Resources > Fun > Poem (direct link), or at www.causeweb.org/cwis/SPT--FullRecord.php?ResourceId=1883.

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  • January 12, 2010 T&L webinar presented by Marsha Lovett (Carnegie Mellon University) and hosted by Jackie Miller (The Ohio State University). In Statistics as in many disciplines, students need to learn about complex concepts and dynamically changing processes. How can instructors help their students begin to "see" these complex topics the way experts do, and are there tools that can help? In this webinar, I will review key findings on how computer visualizations and simulations can best support student learning and then take those findings to generate effective strategies for teaching with simulations and visualizations.

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  • May 11, 2010 T&L webinar presented by Ivo Dinov (UCLA) and hosted by Jackie Miller (The Ohio State University). This webinar will present data, tools, materials and the pedagogical approach of the Statistics Online Computational Resource (SOCR) for technology-enhanced probability and statistics education. Following a review of the different types of SOCR online resources, we will go over two specific classroom utilization examples. The first one provides a hands-on demonstration of a statistical concept (CLT) using interactive virtual experiments and simulations. The second example will showcase the use of SOCR resources to address interesting social, health, environmental, scientific, and engineering challenges. In this case, we'll focus on the Ozone pollution in California, formulate health-related hypotheses, identify appropriate data and employ web-based exploratory and statistical data analysis tools.

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  • June 8, 2010 T&L webinar presented by Lynette Hoelter (University of Michigan) and hosted by Leigh Slauson (Capital University). This webinar will introduce several sources of data and tools that could be useful in both general and social science-specific statistics instruction. The Social Science Data Analysis Network (SSDAN) and the Inter-university Consortium for Political and Social Research (ICPSR), both a part of the University of Michigan's Institute for Social Research, are collaborating on two NSF-funded projects to support quantitative literacy in the social sciences. Resources from each organization and TeachingWithData.org, a result of the partnership, will be highlighted. Materials range from small extracts of data from the Census and American Community Surveys used with specific teaching modules to full datasets with accompanying online analysis tools.

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