Passion Driven Statistics A S upportive , Project-based , M ultidisciplinary I ntroductory C urriculum. Lisa Dierker , Arielle Selya and Jeffrey Nolan Part 1, Friday, August 2, 3:30 pm - 5:30 pm Part 2, Saturday, August 3, 3:30 pm - 5:30 pm Connecticut Convention Center - PowerPoint PPT Presentation
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
* In China delivering a Passion-Driven Statistics course
Quantitative Analysis Center
4
2-Day Overview
• Day 1 Fri, 3:00 – 5:00Context & background
Course format & materials Results to-date
Lab activity & discussion
• Day 2 1 Sat, 3:00 – 5:00Lab activity completed
Samples of student workLive demonstration
using R Challenges & discussion
Quantitative Analysis Center
5
Mathfest Description
• This minicourse exposes participants to a multidisciplinary, project-based model for teaching introductory statistics.
• We will present new learning materials and innovative teaching strategies that directly and creatively tackle many of the most significant challenges currently faced by introductory statistics instructors and students.
• The curriculum is aimed at taking advantage of students’ natural curiosity and providing a common language for approaching questions across numerous scientific disciplines.
• Core features of this curriculum include providing opportunities for students to flexibly apply their knowledge, the use of computing as a window to core statistical concepts, and supporting students with varying levels of preparation.
• Approach to delivering an introductory course• American Statistical Association’s Guidelines (GAISE)• Valuable across disciplines to open opportunities• Aim is to INVITE new talent to the field• NOT GATEKEEPING• Provide high-availability support for SUCCESS
8
We fan into flamethat unique,
idiosyncratic spark of personal passion
by demonstrating how statistics can fuel that
flame
What we do in the course
9
So what?
10
Why care?
Why change?Change what?What specifically?
What, no math!?
Why Wesleyan?
Data is transforming societyTransformation facilitated by
"Half the money I spend on advertising is wasted; the trouble is I don't know which half."“Big data” refers to vast data sets… Ranging from a few dozen terabytes to many petabytes, they’re so extensive and complex that specialized software tools and analytics expertise are required to collect, manage, and mine them.
Selling into Micromarkets
July-August 2012
Quantitative Analysis Center
15
Liberal Arts schoolHistory majorFather History Professor
Value of information
"Information about money has become almost as important as money itself."
• Recruit talent from historically overlooked sources• Recognize intrinsic motivation as the key driver• Invite don’t gate keep : “Love them through the process!”
New Courses Opportunities ResponsibilitiesPeer Tutor Apprenticeship
30651
6 Sections@ 20 students
24
Student requestHi Professor Selya, I am a senior at Wesleyan and I am majoring in Art History. I am interested in taking QAC 201, but I see that there are no reserved spots for senior non-majors. I am planning on applying to graduate programs and I'm interested in the research opportunities that this course would afford me. Do you think that there is a possibility of getting into this course?
25
Try it!Wesleyan is a small liberal arts college that has no specific course requirements.
The QAC201 course, based on the ASA endorsed guidelines, now attracts more students than all other statistics courses combined.
We invite you to share the material we’ve created, to learn and discover as we have, and to develop your own version of Passion Driven Statistics.
26
Why care?
Why change?Change what?What specifically?
What, no math!?
Why Wesleyan?
Data is transforming societyTransformation facilitated by