An Active Tutorial on Distance Sampling

Alice Richardson University of Canberra
Journal of Statistics Education Volume 15, Number 1 (2007)

Abstract
The technique of distance sampling is widely used to monitor biological populations. This paper documents an in-class activity to introduce students to the concepts and the mechanics of distance sampling in a simple situation that is relevant to their own experiences. Preparation details are described. Variations and extensions to the activity are also suggested.

Key Words:Estimation; Proportions; Sampling distribution; Statistical education.

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Trashball: A Logistic Regression Classroom Activity

Christopher H. Morrell and Richard E. Auer Loyola College in Maryland
Journal of Statistics Education Volume 15, Number 1 (2007)

Abstract
In the early 1990's, the National Science Foundation funded many research projects for improving statistical education. Many of these stressed the need for classroom activities that illustrate important issues of designing experiments, generating quality data, fitting models, and performing statistical tests. Our paper describes such an activity on logistic regression that is useful in second applied statistics courses. The activity involves students attempting to toss a ball into a trash can from various distances. The outcome is whether or not students are successful in tossing the ball into the trash can. This activity and the adjoining homework assignments illustrate the binary nature of a response variable, fitting and interpreting simple and multiple logistic regression models, and the use of odds and odds ratios.

Key Words: Odds, Odds ratio; Problem solving

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Critical Values and Transforming Data: Teaching Statistics with Social Justice

Lawrence M. Lesser University of Texas at El Paso
Journal of Statistics Education Volume 15, Number 1 (2007)

Abstract
Despite the dearth of literature specifically on teaching statistics using social justice, there is precedent in the more general realm of teaching using social justice, or even in teaching mathematics using social justice. This article offers an overview of content examples, resources, and references that can be used in the specific area of statistics education. Philosophical and pedagogical references are given, definitional issues are discussed, potential implementation challenges are addressed, and a substantial bibliography of print and electronic resources is provided.

Key Words: Critical Thinking; Ethics; Service Learning; Statistical Literacy; Statistical Thinking.

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The Availability Heuristic: A Redux

Laurie H. Rubel Brooklyn College of the City University of New York
Journal of Statistics Education Volume 15, Number 2 (2007)

Abstract
This article reports on a subset of results from a larger study which examined middle and high school students’ probabilistic reasoning. Students in grades 5, 7, 9, and 11 at a boys’ school (n=173) completed a Probability Inventory, which required students to answer and justify their responses to ten items. Supplemental clinical interviews were conducted with 33 of the students. This article describes students’ specific reasoning strategies to a task familiar from the literature (Tversky and Kahneman, 1973). The results call into question the dominance of the availability heuristic among school students and present other frameworks of student reasoning.

Keywords: availability heuristic, combinatorial thinking, middle school, high school

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Variability for Categorical Variables

Gary D. Kader Appalachian State University Mike Perry Appalachian State University
Journal of Statistics Education Volume 15, Number 2 (2007)

Abstract
Introductory statistics textbooks rarely discuss the concept of variability for a categorical variable and thus, in this case, do not provide a measure of variability. The impression is thus given that there is no measurement of variability for a categorical variable. A measure of variability depends on the concept of variability. Research has shown that "unalikeability" is a more natural concept than "variation about the mean" for many students. A "coefficient of unalikeablity" can be used to measure this type of variability. Variability in categorical data is different from variability in quantitative data. This paper develops the coefficient of unalikeability as a measure of categorical variability.

Keywords: Variability, Categorical Variable, Unalikeability

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Some Initiatives in a Business Forecasting Course

Singfat Chu National University of Singapore
Journal of Statistics Education Volume 15, Number 2 (2007)

Abstract
The paper reports some initiatives to freshen up the typical undergraduate business forecasting course. These include (1) students doing research and presentations on contemporary tools and industry practices such as neural networks and collaborative forecasting (2) insertion of Logistic Regression in the curriculum (3) productive use of applets available on the Internet to convey abstract concepts underlying ARIMA models and (4) showcasing forecasting tools in timely or familiar applications. These initiatives align with the best practices framed across the “Making Statistics More Effective in Schools of Business” (MSMESB) conferences. Course experiences and student feedback are also discussed.

Key Words: ARIMA, Logistic Regression, Pedagogy

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How many words do you know? An integrated assessment task for introductory statistics students

David I. Warton The University of New South Wales, Australia
Journal of Statistics Education Volume 15, Number 3 (2007)

Abstract
A novel assignment exercise is described, in which students use a dictionary to estimate the size of their vocabulary. This task was developed for an introductory statistics service course, although it can be modified for use in survey sampling courses. The exercise can be used to simultaneously assess a range of core statistics skills: sample size estimation, obtaining a simple random sample, estimating a sample proportion, measuring the sample error of this proportion, and similarly for a scalar multiple of a proportion. The outcome of this exercise involves the student discovering something about themself, which serves as a natural motivator and a tool for generating interest in the discipline of statistics.

Key Words: active learning, dictionary, higher education, lexical richness, service courses, vocabulary size

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Large Deviations: Advanced Probability for Undergrads

David A. Rolls The University of Melbourne, Australia
Journal of Statistics Education Volume 15, Number 3 (2007)

Abstract
In the branch of probability called "large deviations," rates of convergence (e.g. of the sample mean) are considered. The theory makes use of the moment generating function. So, particularly for sums of independent and identically distributed random variables, the theory can be made accessible to senior undergraduates after a first course in stochastic processes. This paper describes a directed independent study in large deviations offered to a strong senior, providing a sample outline and discussion of resources. Learning points are also highlighted.

Key Words: convergence, Chernoff's Theorem, Cramer's Theorem, independent study, teaching, undergraduate statistics

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The Merging of Statistics Education, Consulting and Research: A Case Study

Daniel R. Jeske, Scott M. Lesch and Hongjie Deng University of California - Riverside

Journal of Statistics Education Volume 15, Number 3 (2007)

Abstract
It is shown how student participation in a real consulting project can be leveraged to achieve the dual goals of (i) developing statistical consulting skills in graduate students, and (ii) enhancing the instructional effectiveness of statistical methodology. Achieving these goals is the primary mission of the Statistical Consulting Collaboratory at the University of California, Riverside. The paper gives a detailed illustration of the how the goals were achieved by reporting on an interesting case study, with special emphasis given to describing the involvement of students and the alternative ways in which the project found its way into classrooms.

Key Words: Statistical Consulting, Graduate Education, Bradley-Terry Model, Multiple Comparisons

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Student and Professor Gender Effects in Introductory Business Statistics

M. Ryan Haley, Marianne F. Johnson and Eric W. Kuennen University of Wisconsin - Oshkosh Journal of Statistics Education Volume 15, Number 3 (2007)

Abstract
Studies have yielded highly mixed results as to differences in male and female student performance in statistics courses; the role that professors play in these differences is even less clear. In this paper, we consider the impact of professor and student gender on student performance in an introductory business statistics course taught by economics faculty. Using a sample of 535 students, we find, after controlling for academic and mathematical background, that students taught by a professor of the opposite gender fare significantly worse than students taught by a professor of the same gender. The presence of this gender effect highlights the importance of pursuing sound, gender-neutral pedagogical practices in introductory statistics education.

Key Words: business statistics; introductory statistics; education research; student gender

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Grapharti: A New Visual Summary of Data

Hilary Green Macquarie University

Journal of Statistics Education Volume 15, Number 3 (2007)

Abstract
This paper refers to a graph called grapharti which I have developed. Grapharti is designed to organise and display large amounts of data obtained from surveys, opinion polls, course/teacher evaluations, sports and the stock market. The data are retrieved from a database and displayed on a web page. The purpose of this paper is to show that grapharti can encourage exploration of and facilitate insight into large amounts of data, and thus be used as a tool in statistical education. Users of grapharti are enticed to explore the data and this in turn results in reflection on the data. With the focus on the graph and the data, the user can visualise some statistical concepts in a new manner.

Key Words: dynamic graphs, use of colour in statistical graphics

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Statistical Consulting Courses for Undergraduates: Fortune or Folly?

KB Boomer, Neal Rogness, and Brian Jersky Bucknell University, Grand Valley State University, St. Mary's College of California
Journal of Statistics Education Volume 15, Number 3 (2007)

Abstract
This article presents an overview of three undergraduate-level statistical consulting courses being taught at institutions of different size (small, medium, and large). Topics that will be discussed include the evolution of these courses, thoughts on what makes such courses successful, potential pitfalls to watch for, the necessary minimal skills students should have to be successful in the courses, and thoughts on where these courses should appear in a statistics curriculum. This paper will provide an overview of the similarities and differences in the way applied consulting courses are presented within the three undergraduate programs.

Key Words: undergraduate consulting; data-based applied courses; course development; pitfalls; minimum skills

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