USCOTS 2015 - Posters & Beyond

Friday Poster Session - 9:45 a. m. - 10:45 a.m.

  • Shiny Apps in Undergraduate Statistics,Homer White, Georgetown College
  • Creating Synergy between Students’ Conceptualizations of Slope and the Line of Best Fit,Stephanie Casey, Eastern Michigan University
  • Elementary Pre-Service Teachers’ Concept Definition and Concept of Image Variability,Feng-Chiu Tsai-Goss, Western Michigan University Joshua Michael Goss, University of New Haven
  • Gambling, Guinness, and Gallup: A Case for Teaching Historical Connections in Statistics Courses Stephanie Jones, Ohio Dominican University
  • Using Problem Roulette to Encourage Student Connections with Course Content in Introductory Statistics Brenda Gunderson and Kit Clement, University of Michigan
  • Teaching Students to Perform Original Research in Intermediate Epidemiology in an Urban School of Public Health Janet Rosenbaum, SUNY Downstate Medical Center
  • Improving Student Learning, Engagement, and Perceptions in a Large Undergraduate Statistics Course: Findings from a Quasi-Experimental Evaluation of a Flipped Classroom Viji Sathy and Quinn Moore, The University of North Carolina at Chapel Hill
  • Making Connections between Lecture, Lab, and Real Statistical Studies Maureen Petkewich, University of South Carolina
  • …and Randomization for All (?) Nyaradzo Mvududu, Seattle Pacific University
  • Modules for Teaching Statistics with Pedagogies Using Active Learning (MTStatPAL) Ginger Rowell, Nancy McCormick, Natasha G. Johnson, Lisa Green, Scott McDaniel, and Jeremy Strayer, Middle Tennessee State University
  • Implementing Reform-Oriented Statistics in the Middle Grades Natasha G. Johnson, Middle Tennessee State University
  • On Being/Becoming a Statistics Teacher: Connecting Identity, Professional Development, and Professional Standards and Guidelines Amber Matuszewski, Rutherford County Schools Jeremy Strayer, Middle Tennessee State University
  • Planning an Academic Analytics Program: A Look at What Is Being Offered and What Is Being Considered Amy Phelps, Duquesne University
  • Who’s Teaching Advanced Placement Statistics? Comparing Teaching Knowledge and Educational Background Characteristics Brenna Haines, Wichita State University
  • Analyzing 6th Grade Student Level Thinking in a Common Core Statistical Investigation Lauren Magee, Loyola Marymount University
  • Making Connections between Item Difficulty Ratings and Reasons for Pre-service Teacher Ratings on the Self-Efficacy to Teach Statistics (SETS) High School Instrument Leigh M. Williams, The University of Memphis M. Alejandra Sorto, Texas State University; Rebecca L. Pierce, Ball State University, Lawrence M. Lesser, The University of Texas at El Paso
  • Making Connections by Teaching Error Bars Doug Andrews, Wittenberg University
  • Who’s Number One? A Classroom Activity for Ranking Systems John Rasp, Stetson University
  • Hypothesis Testing: From Misconceptions to Connections Amanda Walker and Vera Ioudina, Texas State University
  • The P-value Is Not Dead: Learning Outcomes for Social Science Students in an Introductory Statistics Course Sharon Lane-Getaz, St. Olaf College
  • Adapting Team-Based Learning to Promote Engagement in Large Statistics Classes Kathrine Johnson and Joe Champion, Boise State University
  • Learning Statistics and Beyond Through Undergraduate Research Hyun-Joo Kim, Truman State University
  • A New Approach to Projects in an Introductory Design and Analysis of Experiments Course Laura Taylor, Elon University

Saturday Poster Session - 9:45 a. m. - 10:45 a.m.

  • Student-Directed Statistics Projects: Resources, Examples, and Long-Term Study Results Dianna J. Spence and Gregg Velatini, University of North Georgia
  • Traditional, Hybrid, Online: Experiences Teaching Statistics in the Health Sciences Kirk Anderson, Grand Valley State University
  • A Mini Research Activity: Helping Students Discover There Is more than One Right Answer Julie Couton, University of Nebraska, Lincoln
  • Connecting Statistics with Healthcare: A Survey of Statistical Methods and Their Use in Nursing Research Journals Joe Nolan, Lindsey Freudenberg, and Craig Heard, Northern Kentucky University
  • Explain What It Means: Writing in the Undergraduate Statistics Course Linda Boardman Liu and Stephanie Jernigan, Boston College
  • Connecting the Logic and Scope of Inference with Data Production Soma Roy, Beth Chance, and Allan Rossman, Cal Poly, San Luis Obispo
  • Establishing the Validity and Reliability of Assessments of Statistical Understanding Robert delMas, University of Minnesota Tim Jacobbe and Douglas Whitaker, University of Florida
  • e-ATLAS: Evaluation and Assessment of Teaching and Learning about Statistics Robert delMas, Joan Garfield, Andrew Zieffler and Elizabeth Fry, University of Minnesota
  • Tools that Empower Instructors to Enhance Online Teaching Stefanie Austin, Mengzhao Gao, and Glenn Johnson, The Pennsylvania State University
  • Interested in Experimenting with Clickers? This Free Technology Has Never Been Easier! Glenn Johnson, The Pennsylvania State University
  • The Distributome Project Kyle Siegrist, The University of Alabama in Huntsville Dennis Pearl, The Pennsylvania State University
  • One Class or Two? Danielle Hoffman and Jacqueline Wroughton, Northern Kentucky University
  • Active Learning with Examples from Statistics and Sports Rick Cleary, Babson College
  • A Comparison of Statistical Methodology in the Analysis of Assessment Data Jillian Lyon, Ulrike Genschel, and Mark Kaiser, Iowa State University
  • Illustrating the Effect of Leading Questions in an Introductory Statistics Course Ulrike Genschel, Iowa State University
  • A Classroom Regression Project Using Vital Signs Data from the Baltimore Neighborhood Indicators Alliance Maria Gisela Bardossy, University of Baltimore
  • Reflection of Using a Flipped Classroom for Teaching Introductory Statistics in an Active Learning Environment Carl Lee, Central Michigan University
  • Making Connections with the Blend: An Overview of the Transformation of a Traditional Introductory Statistics Course Lynette Hudiburgh, Miami University
  • Defining, Conceptualizing, and Measuring Undergraduate Statistical Consulting as a Transformative Learning Experience Christopher Zerr, Scott Alberts, and Hyun-Joo Kim, Truman State
  • Visualization as the Gateway Drug to Statistics in Week One Xiaofei (Susan) Wang, Amherst College Cynthia Rush, Yale University
  • Graduate Teaching Assistants’ Beliefs, Practices, and Preparation for Teaching Introductory Statistics Nicola Justice, University of Minnesota
  • Integrating Statistics across Disciplines: A Secondary School Case Study Kyle Barriger, Castilleja School
  • Worked Examples versus Conventional Problem Solving: An Examination of Perceived Mental Effort and Self-Efficacy Calibration Whitney Alicia Zimmerman, The Pennsylvania State University

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