M. Ryan Haley, University of Wisconsin Oshkosh
Monday, November 18, 2013 - 12:00pm ET
This paper describes a textbook -development paradigm that has the flexibility to meet the specific needs of a department, college, and surrounding business community, while simultaneously lowering costs for students, facilitating the transition from intro-level to mid- and upper-level courses, preserving professor-specific preferences over course content and structure, increasing the quality and uniformity of the curriculum, overcoming difficulties of traditional rental programs, enhancing the professional development and teaching ability of professors, and improving student learning outcomes.
Jacqueline Wroughton, Northern Kentucky University
Tuesday, October 15, 2013 - 12:00pm ET
In this webinar I will discuss the development and assessment of an activity used in an introductory calculus-based statistics course to distinguish between these three discrete distributions. Students from the assessment were students in one of these courses.
Lawrence Lesser, The University of Texas at El Paso; Rob Carver, Stonehill College; and Patricia Erickson, Taylor University; on behalf of the paper's 11-author team
Tuesday, August 20, 2013 - 12:00pm ET
In this webinar, we discuss the rationale and results for an exploratory survey on (N = 249) statistics instructors' use of fun, including their motivations, hesitations, and awareness of resources. Respondents were attendees at the 2011 United States Conference on Teaching Statistics and 16 completed phone interviews after the conference.
Kirsten Doehler & Laura Taylor; Elon University
Tuesday, July 16, 2013 - 12:00pm ET
Our presentation will highlight the needs in statistics education from the perspective of client disciplines based on the use of statistics in teaching and research in various academic affiliations. This information will cultivate discussion on how to use the information to guide curriculum development in introductory statistics. As a result of this study, a large data set was compiled that can be used in the classroom for students to explore. A demonstration of how to access and use the data set in class will be given.
Todd Schwartz, University of North Carolina, Chapel Hill
Tuesday, June 18, 2013 - 12:00pm ET
Teaching Principles of One-Way Analysis of Variance Using M&M's Candy
I present an active learning classroom exercise illustrating essential principles of one-way analysis of variance (ANOVA) methods. The exercise is easily conducted by the instructor and is instructive (as well as enjoyable) for the students. This is conducive for demonstrating many theoretical and practical issues related to ANOVA and lends itself to multiple possible configurations of ANOVA results, leading to rich classroom discussion and deeper student understanding of real-world applications of the methods.
The Cleveland Clinic Statistical Education Dataset Repository: Examples and more Examples
Examples are highly sought by both students and teachers. This is particularly true as many statistical instructors aim to engage their students and increase active participation. While simulated datasets are functional, they lack real perspective and the intricacies of actual data. Described is the creation of a new web-based statistical educational resource. This growing dataset repository presents raw data from real medical studies and offers (a) a vignette summarizing the study, research question and study design; (b) a data dictionary with clear documentation of variables and codes; (c) a complete citation for the associated study publication; and (d) a variety of data formats compatible with the majority of statistical packages.