Marjorie Bond, Monmouth College
Saturday, September 15th, 2012 • 9:00am - 5:00pm
We know that students have difficulty with certain topics in statistics, and it can be difficult to determine the best approach to take to help our students work through these topics. In this workshop, we take a selection of difficult concepts, zoom in on exactly what the problems are from the student's point of view, and examine where, when, and how to address them in our course. Along the way, we will examine these difficult statistical concepts in detail, and look for common threads that may even lead us back to issues from Chapter 1. The workshop will also discuss the Guidelines for Assessment and Instruction in Statistics Education (GAISE) objectives for a statistically educated citizen. The workshop is particularly geared toward instructors at two-year colleges. Instructors new to teaching statistics as well those who have been teaching for a while will find the workshop beneficial. Supported by NSF DUE #0942924 & 0942456.
Workshop participants are encouraged to bring their own laptops for this workshop. There is no registration fee to attend this workshop but advance registration is required. You will be notified of your acceptance. Space is limited. Workshop participants are responsible for their own transportation, lodging, and parking. Lunch will be provided.
About the Presenter
Marjorie Bond is a Professor of Mathematics and Computer Science at Monmouth College, a small liberal arts college in western Illinois. Dr. Bond has more than twenty years in the classroom experience teaching introductory statistics at multiple institutions to students with varies mathematics background. Professor Bond has written for the Teaching Bits column of the Journal of Statistics Education, has several entries in Encyclopedia of Epidemiology, is active in the statistics education community, and regularly presents at the Joint Statistical Meetings and USCOTS. Marjorie's current research involves researching students' perceptions of statistics prior to taking a statistics course and is a co-leader of a research group working on motivation and attitudes toward statistics.