Navigating the First Statistics Service Course

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Navigating the First Statistics Service Course
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The Gaise College Report
1. Emphasize statistical literacy and
develop statistical thinking. Strategy
Incorporate media reports and journal
articles.
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The Gaise College Report
2. Use real data. Strategies Use the
Web, read journals, ask researchers to share
data, incorporate service learning, look
for consulting opportunities.
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The Gaise College Report
3. Stress conceptual understanding rather
than mere knowledge of procedures.
Strategy Assess student understanding of
key concepts.
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The Gaise College Report
4. Foster active learning in the
classroom. Strategy Use real,
open-ended assignments and projects.
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The Gaise College Report
5. Use technology for developing concepts
and analyzing data. Strategy Require
assignments to be completed using more than
one technology.
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The Gaise College Report
6. Use assessments to improve and evaluate
student learning. Strategy Visit the
ARTIST Web site and try the CAOS
assessment.
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Statistical Thinking
The structure of data Assumptions Inference Mod
els
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Statistical Thinking
Age discrimination data Type I and Type II
errors and the US legal system The Safest
Season
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Cross-Disciplinary Comparisons of Students
Attitudes toward Service Learning

• by
• Theresa Ruffner, Psychology
• Thomas Short, Mathematics
• Thomas Van Dyke, Hospitality Mgt.
• Mindy Wygonik, Culinary Arts
• from
• Indiana University of Pennsylvania

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What is Service Learning?

• Service learning is a form of experiential
  education where students participate in
  activities that integrate community needs with
  well-designed learning opportunities.
• Barbara Jacoby
• Foundations and Principles of Service-Learning.
• Service-Learning in Today's Higher Education,
  1996

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Principles of Good Practice in Service Learning

• Community Voice
• Orientation/Preparation
• Meaningful Action
• Reflection
• Evaluation on Multiple Levels

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Service Learning Teaching Circle

• Initial Objective of SLTC to collaborate as we
  experimented with developing our service learning
  components in our courses.
• Current Objective to conduct a research project
  that evaluates the effectiveness of service
  learning in and out of the classroom.

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Student Survey Control vs Service Learning
Ruffner Spring 2004

• We detected no statistically significant
  differences between the mean scores on the
  Student Survey or its subscales for the Control
  and Service Learning sections.

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Community Based SurveyRuffner Spring 2004
through Spring 2005
The Fall 2004 mean score was significantly
different from the Spring 2004 and Spring 2005
mean scores on the Reflections subscale (ANOVA
p-value 0.007).
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Hybrid Survey Results

• Ruffner Fall 2005 through Fall 2006

No other semester, section, or overall
differences were statistically significant at
the 0.05 level.
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Hybrid Survey Comparisons

• Ruffner, Short, and Wygonik
• Fall 2005 through Fall 2006

No other differences were statistically
significant at the 0.05 level.
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Statistics Education Research
Resources Participation What we can learn
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Resources
CAUSEweb www.causeweb.org The Statistics
Education Research Journal (SERJ)www.stat.aucklan
d.ac.nz/iase/serj The Journal of Statistics
Education (JSE) www.amstat.org/publications/jse
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Participation
AIMS class testersjbg_at_umn.edu AP Statistics
Reader, classroom tester, item development,
rubric development apcentral.collegeboard.com/apc/
public/courses/teachers_corner/2151.html IRB
issues
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What Can We Learn?
Assessment items Mike Shaughnessys
items Evaluation of our own teaching, student
performance, and attitudes CAOS results
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What Can We Learn?
The Potato Chip Problem You are assigned the
task of making price labels for nine bags of
potato chips. (a) Assign price labels to the
nine bags so that the usual or typical or
average price of a bag is 1.38. (b) Repeat the
task assigned in part (a) without assigning any
individual bag the price 1.38.
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What Can We Learn?
2. The Elevator Problem Ten people are on an
elevator. The four women average 125 pounds and
the six men average 180 pounds. What is the
average weight of all the people on the elevator?
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What Can We Learn?
3. The Pink-Black Task Here are the results of
two different classes on their math quiz. Which
class did better, the Pink class or the Black
class? Why?
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What Can We Learn?
4. The Basketball Player Problem How much taller
are basketball players than students who do not
play basketball? 13 8 8 8 914 1 2 4 7 7
715 0 0 1 1 1 1 2 2 2 2 3 3 5 6 6 7 81617
118 0 3 5 19 0 2 5 7 8 820 0 0 2 3 5 5 5
5 721 0 0 0 5 22 0
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5. Fruit Juice Per Capita Consumption Task The
graph below shows the per capita fruit juice
consumption in the United States for each year
from 1970 to 2001.   a) What do you notice about
the data? What do you wonder about?   b) What are
some possible explanations for the behavior of
this graph?