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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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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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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