Jeff Leek, Johns Hopkins Bloomberg School of Public Health
Tuesday, May 7, 2013 - 2:00pm
In this webinar I will discuss my Coursera class "Data Analysis" that was offered for free. I will discuss the course and educational objectives, the platform, and issues that arise when scaling statistics education to a large audience.
Xiao-Li Meng, Harvard University
Tuesday, April 9, 2013 - 2:00pm
We will briefly review the development and evolution of Stat 303: The Art and Practice of Teaching Statistics, a required year-long course for all entering Ph.D. students in the Department of Statistics at Harvard University. The course started in 2005-2006, and has been revised annually to address students' feedback and evolving goals, as listed in the title.
Dr. Meng will talk from his syllabus, which he will also display on the screen. Participants can follow the talk/discussions based on the following handouts. Feel free to make copies for note taking.
Elizabeth Fry & Rebekah Isaak, University of Minnesota
Tuesday, March 12, 2013 - 1:45pm
In this webinar, we will provide an overview of goals and methods of curriculum evaluation that are appropriate for use in statistics education projects, share details of newly developed instruments that may be used in evaluation of these projects, and provide an example of evaluation methods used in the CATALST project along with a summary of what was learned in this evaluation. Additional information on the NSF-funded eATLAS (Evaluation and Assessment of Teaching and Learning About Statistics, NSF DUE 1044812 & 1043141) project will be shared regarding collection of national data to use in future evaluations.
Jackie Miller, The Ohio State University
Tuesday, December 11, 2012 - 2:00pm
Introduce yourself to the new model being used in a large, introductory statistics course. Technology is creatively leveraged to provide students with rich, flexible learning opportunities, timely instructor feedback, and options for making lecture attendance suitable to their learning style. Experience the new ways students are engaging with lecture content through the use of tablet PCs, interactive polling, and a backchannel. This webinar will give you just a taste of the ideas, but hopefully you will be interested in more.
Marsha Lovett, Carnegie Mellon University; and Oded Meyer, Georgetown University
Tuesday, October 9, 2012 - 2:00pm
As part of the Open Learning Initiative (OLI), Carnegie Mellon University was funded to develop a web-based introductory statistics course, openly and freely available to individual online students so they could learn effectively without an instructor. In practice, this course is often used in "blended" mode, i.e., to complement face-to-face classroom instruction. In this webinar, we will demonstrate how students interact with the course and how the different activities were designed to provide pedagogical scaffolding. We will then discuss ways in which instructors have used the online course to support their teaching and provide a demonstration of the Instructor's Learning Dashboard, a tool which continuously provides detailed feedback on students' learning and progress. We will conclude by summarizing a set of studies in which we assessed the online course's effectiveness in blended mode.
Unfortunately, this webinar was not recorded due to a technical problem. We apologize.
Leigh M. Harrell-Williams, Virginia Tech/Georgia State University; M. Alejandra Sorto, Texas State University; Rebecca L. Pierce, Ball State University; Lawrence M. Lesser, The University of Texas at El Paso; Teri J. Murphy, Northern Kentucky University
Tuesday, August 14, 2012 - 2:00pm
Do some PreK-12 teachers lack confidence to teach confidence? What are PreK-12 teachers' "Core" beliefs about being able to teach statistics? We will present the development and validation phases of two instruments designed to measure a teacher's self-efficacy to teach statistics: one for middle school grades and one for high school grades. The implementation of the Common Core State Standards has changed the landscape of pre-service teacher education as well as professional development as teachers are called on to teach statistics material that may not have been part of their education. The Self-Efficacy to Teach Statistics (SETS) instruments are aligned with key concepts of the Common Core State Standards for Mathematics (CCSSM) and the PreK-12 GAISE. We will discuss potential and current uses of these instruments, including research, assessment, and analysis of need for professional development programs. This discussion will include the current use of the SETS instruments in research regarding pre-service teachers and in a state-wide professional development program for in-service teachers. At the end of the presentation, we will seek the opportunity to discuss ideas for use of the instruments with audience members, including teacher educators, professional developers, education researchers, and other interested parties.
Jane Oppenlander, Union Graduate College
Tuesday, July 10, 2012 - 2:00pm
A pedagogical approach is presented that emphasizes the importance of competence in statistics for a successful business career. Statistical methods are introduced in a framework that stresses problem formulation, application of appropriate statistical techniques, and interpretation of results in the business context. Classroom activities and assignments are designed to motivate students using relevant business problems and data. Statistical methods are connected to concepts from other courses in the business curriculum. Several examples of these applications will be presented during this webinar along with icebreakers for motivating statistical concepts. Finally, future challenges in statistics education in the business curriculum will be discussed.
Megan (Meece) Mocko, University of Florida
Tuesday, April 10, 2012 - 2:00pm
Teaching several semesters of classes where all students in the class have a learning disability has offered me a unique perspective on how some LD students learn statistics. I have found that some students seem to "see" statistics problems differently than the average student. In this webinar, I will share with you some tips on how to show your LD students how to read statistics problems more effectively to help them overcome their learning disability.
Robert delMas, University of Minnesota
Monday, March 12, 2012 - 2:15pm
The Statistics Education Research Journal (SERJ) publishes high quality research related to the teaching and learning of statistics. Bob delMas, co-Editor of SERJ, will present characteristics of manuscripts that tend to result in published articles, as well as point out critical flaws that can keep a manuscript from being published in SERJ. Ample time will be provided for the audience to ask questions of the co-Editor.
Bill Rayens, University of Kentucky
Tuesday, January 10, 2012 - 2:00pm
After teaching the concepts of statistics and statistical reasoning for almost twenty-five years I became convinced that my lecture-recitation format was inefficient and maybe even counter-productive with respect to student learning. Throw in an excruciating self reflection focused on "what do my students really need me for anyway?" and it quickly became clear that my style and my classroom needed some kind of substantive change. The result was the development of an inverted classroom environment where traditional lecture material is off-loaded as mp4 files, the classroom is used for discovery and discussion, and the recitations are better tailored to the deductive abilities of new TAs. In this presentation we will demonstrate some of what we are doing here at the University of Kentucky in a course that serves approximately 4200 students in a calendar year. We will be sure to point out the things that may not be working that well, in addition to those that are.
Questions to Think About
Assuming you teach an introductory conceptual statistics course in a lecture/recitation format with TAs in charge of the recitations:
Do you use first-year TAs in your recitations? If so, do they have difficulties with appropriately handling conceptual questions and demonstrations?
Have you ever thought about what things you say and do in the "lecture" that are truly essential for you to say and do? Are these things that reflect the depth of your knowledge and experience in the field of statistics?