Write what? I thought this was a math class 11/16/2013 Three major - PDF document

Write what? I thought this was a math class 11/16/2013  Three major educational forces were coming together in the late 1990’s ◦ Experiential learning ◦ Service-Learning ◦ Statistical Reform producing the Amy Luginbuhl Phelps, PhD phelpsa@duq.edu GAISE guidelines: ASA, 2005 http://www.amstat.org/education/ga ise/GAISECollege.htm DSI 2013 Baltimore DSI 2013 Baltimore 1 2  Angelo and Cross, 1993  Campus Compact formed in 1985 ◦ Students learn more when they take  Followed scattered activities of 60’s and 70’s an active active role  Initiated by Brown and Georgetown, now has more than 1,100 membership  Newmann, 1992  Bok, 1990 (Former Harvard President) ◦ “Psychological Investment”:  Universities failing to teach students to ◦ Combining traits of pur purpose ose and and respond to pressing social issues carin ca ring giv give studen students owners ts ownership hip and  National & Community Service Act 1990 connection to real world  $275 million allocated for SL from K thru higher education DSI 2013 Baltimore DSI 2013 Baltimore 3 4 Emphasize stat statist istical lit cal literac eracy y and develop  How many times per semester do you 1. statistical thinking statistical thinking. ◦ Use REAL data, not ‘real’ datasets from textbook Use real data real data.  Generated by current research 2.  Generated by the student(s) Stress conce nceptual understand tual understanding ng rather than 3. ◦ Grade student generated mere knowledge of procedures.  Graphs Foster active learning active learning in the classroom. 4.  Excel/software analyses? Use techn Use technology gy for developing concepts and ◦ Grade written interpretation/summary statements 5. 5. analyzing data. with business applications Use assessments to improve improve and evaluate evaluate 6.  They have to DO statistics with technology student learning.  They need to be held accountable (graded) DSI 2013 Baltimore 5 DSI 2013 Baltimore 6 2013-Phelps-DSI-slides 1

Write what? I thought this was a math class 11/16/2013  Written  Study/survey design ◦ Students have to write  Data collection  summary paragraphs  Graphical and numerical summary  Inference and applications to business problems  One sample inference  Oral ◦ Confidence Intervals ◦ Be able to present to a general audience ◦ Hypothesis testing  Technical  Communication (written/technological)skills ◦ How to tell technology what you want ◦ Through bi-weekly lab assignments ◦ Communication with Excel/statistical software ◦ Interpretations Excel/StatCrunch outputs on quizzes and exams DSI 2013 Baltimore DSI 2013 Baltimore 7 8  Modeling and relationships  Text Text:  Two-sample t-test ◦ Business Statistics, 2nd Sharpe, DeVeaux, Velleman  Plan-Do-Report style Plan-Do-Report style  Chi-square test of independence ◦ Get them used to what actions/plans/purpose for  ANOVA collecting the data.  SLR and MLR ◦ Graphical numerical summary and analysis  Introduction to time-series, non-parametrics  start small, add and grow with each Lab and/or data mining (Instructor choice)  cumulative and repetitive  Verbal and written communication  each subsequent lab uses techniques from previous lab  Work in pairs Work in pairs ◦ Addition of student generated research projects presented the last week of class ◦ Helps reduce grading time DSI 2013 Baltimore DSI 2013 Baltimore 9 10  Descriptive Statistics  Provides Excel/StatCrunch outputs ◦ One and two-way pivot tables ◦ These include summary stats, graphs etc…  Emphasize business interpretations and  Bar/pie charts  Row/column percent  joint, marginal, conditional applications of results ◦ Histograms, scatterplots  Exams  Mean and sd ◦ I allow the students to generate their own formula  Median and Q1-Q3  boxplots (cheat) sheets.  Trendline/linear model ◦ I provide practice exams  Sampling activity to collect own data (or SL) ◦ I write my own questions ◦ Use own data to  Construct CI  Hypothesis testing DSI 2013 Baltimore DSI 2013 Baltimore 11 12 2013-Phelps-DSI-slides 2

Write what? I thought this was a math class 11/16/2013  Meet with CP 2-3 times  Stat I – Labs 4/5 combined using data we ◦ Understand organization and needs collect ourselves (‘capstone’ for stat I) ◦ Determine what activities class can do to ◦ Thanksgiving data emphasize learning goals and assist the ◦ Tangrams (S. Kuipers) organization (reciprocity)  (NSF 2011 Grant “Playing games with a Purpose”  Proposal- Briefly outline ◦ Service-learning projects ◦ what is expected of instructor, students, CP  Stat II (‘capstone’ for stat II) ◦ Tentative timeline of when tasks will be done ◦ Either student generated (align with student project tasks) ◦ Or Service-learning project  http://www.amstat.org/publications/jse/v20n3/ phelps.pdf DSI 2013 Baltimore DSI 2013 Baltimore 13 14  Meet the CP and organization  Perhaps, but the benefits are  Get HIPAA certification if necessary ◦ It feels like the right thing to do to  Embed service project in classroom activities ◦ Help students learn and ◦ Create survey, data collection design ◦ Get excited about statistics (… well, ◦ Schedule data collection and data entry maybe?) ◦ Use real-time data collection to emphasize concepts in class ◦ Final presentations and reports  I accomplish some of these activities through bi- weekly lab assignments DSI 2013 Baltimore DSI 2013 Baltimore 15 16 ◦ Doing something REAL and they can see  Student research projects its importance in real time  Forces students to be accountable for material they need to learn ◦ It helps me to stay ORGANIZED and on  SL projects track.  Provides the opportunity to present data to real ◦ I have readily usable data they understand professionals and to use classroom resources to present  Field questions from real professionals  data problems we have to deal with  new statistical techniques  use for classroom quizzes, exams, … DSI 2013 Baltimore DSI 2013 Baltimore 17 18 2013-Phelps-DSI-slides 3

Write what? I thought this was a math class 11/16/2013  By the end of a two-semester SL project  Wow! It truly all came together  Two Programs for county foster teens  The students presented to the executive directors of the organization ◦ Residential ◦ Community-based educational  They answered questions  600 cases  Fall semester ◦ ~300 client applications ◦ The students presented preliminary descriptives ◦ ~200 accepted in residential program and potential trends thus fielding questions for ◦ ~100 community-based educational program future analyses  86 variables  Spring semester ◦ Answered some key questions DSI 2013 Baltimore DSI 2013 Baltimore 19 20 Although we are just students learning, I feel we all came together to give Ward Home, Inc some really valuable statistical information… “…based on the results presented …when we told them the results, they were surprised things were by the students, different than they thought and it can help them improve their organization Ward Home has made My time in this class and especially on the project feels like a changes in how they operate complete success. One day I hope I can be as helpful to other organizations. and how The project definitely tested the abilities I learned this semester they compile and store their records.” ..it is wonderful that we were able to give back while learning valuable information ourselves DSI 2013 Baltimore DSI 2013 Baltimore 21 22 2013-Phelps-DSI-slides 4

Amy Luginbuhl Phelps, PhD phelpsa@duq.edu DSI 2013 Baltimore 1

 Three major educational forces were coming together in the late 1990’s ◦ Experiential learning ◦ Service-Learning ◦ Statistical Reform producing the GAISE guidelines: ASA, 2005 http://www.amstat.org/education/ga ise/GAISECollege.htm DSI 2013 Baltimore 2

 Angelo and Cross, 1993 ◦ Students learn more when they take an active active role  Newmann, 1992 ◦ “Psychological Investment”: ◦ Combining traits of purpose and purpose and caring give students ownership caring give students ownership and connection to real world DSI 2013 Baltimore 3

 Campus Compact formed in 1985  Followed scattered activities of 60’s and 70’s  Initiated by Brown and Georgetown, now has more than 1,100 membership  Bok, 1990 (Former Harvard President)  Universities failing to teach students to respond to pressing social issues  National & Community Service Act 1990  $275 million allocated for SL from K thru higher education DSI 2013 Baltimore 4

Emphasize statistical literacy statistical literacy and develop 1. statistical thinking statistical thinking. Use rea real data data. 2. Stress conceptual understanding conceptual understanding rather than 3. mere knowledge of procedures. Foster active learning active learning in the classroom. 4. Use technology Use technology for developing concepts and 5. 5. analyzing data. Use assessments to improve improve and evaluate evaluate 6. student learning. DSI 2013 Baltimore 5