andrew_gelman_stats andrew_gelman_stats-2013 andrew_gelman_stats-2013-1813 knowledge-graph by maker-knowledge-mining
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Introduction: Joan Garfield, a leading researcher in statistics education, is conducting a survey of graduate students who teach or assist with the teaching of statistics. She writes: We want to invite them to take a short survey that will enable us to collect some baseline data that we may use in a grant proposal we are developing. The project would provide summer workshops and ongoing support for graduate students who will be teaching or assisting with teaching introductory statistics classes. If the grant is funded, we would invite up to 40 students from around the country who are entering graduate programs in statistics to participate in a three-year training and support program. The goal of this program is to help these students become expert and flexible teachers of statistics, and to support them as they move through their teaching experiences as graduate students. Here’s the the online survey . Garfield writes, “Your responses are completely voluntary and anonymous. Results w
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1 Joan Garfield, a leading researcher in statistics education, is conducting a survey of graduate students who teach or assist with the teaching of statistics. [sent-1, score-1.657]
2 She writes: We want to invite them to take a short survey that will enable us to collect some baseline data that we may use in a grant proposal we are developing. [sent-2, score-1.063]
3 The project would provide summer workshops and ongoing support for graduate students who will be teaching or assisting with teaching introductory statistics classes. [sent-3, score-1.909]
4 If the grant is funded, we would invite up to 40 students from around the country who are entering graduate programs in statistics to participate in a three-year training and support program. [sent-4, score-1.699]
5 The goal of this program is to help these students become expert and flexible teachers of statistics, and to support them as they move through their teaching experiences as graduate students. [sent-5, score-1.497]
6 Garfield writes, “Your responses are completely voluntary and anonymous. [sent-7, score-0.191]
7 Results will be aggregated across graduate students from many different institutions. [sent-8, score-0.741]
8 At the end of the survey, you will have the opportunity to enter to win a $100 gift card to Amazon. [sent-9, score-0.436]
9 ” I don’t know anything about this survey, but Garfield is on the forefront of statistics education, so I encourage you to take a look. [sent-11, score-0.302]
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Introduction: Joan Garfield, a leading researcher in statistics education, is conducting a survey of graduate students who teach or assist with the teaching of statistics. She writes: We want to invite them to take a short survey that will enable us to collect some baseline data that we may use in a grant proposal we are developing. The project would provide summer workshops and ongoing support for graduate students who will be teaching or assisting with teaching introductory statistics classes. If the grant is funded, we would invite up to 40 students from around the country who are entering graduate programs in statistics to participate in a three-year training and support program. The goal of this program is to help these students become expert and flexible teachers of statistics, and to support them as they move through their teaching experiences as graduate students. Here’s the the online survey . Garfield writes, “Your responses are completely voluntary and anonymous. Results w
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Introduction: April Galyardt writes: I’m teaching my first graduate class this semester. It’s intro stats for graduate students in the college of education. Most of the students are first year PhD students. Though, there are a number of master’s students who are primarily in-service teachers. The difficulties with teaching an undergraduate intro stats course are still present, in that mathematical preparation and phobia vary widely across the class. I’ve been enjoying the class and the students, but I’d like your take on an issue I’ve been thinking about. How do I balance teaching the standard methods, like hypothesis testing, that these future researchers have to know because they are so standard, with discussing the problems with those methods (e.g. p-value as a measure of sample size , and the decline effect , not to mention multiple testing and other common mistakes). It feels a bit like saying “Ok here’s what everybody does, but really it’s broken” and then there’s not enough time to tal
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Introduction: 18. A survey is taken of 100 undergraduates, 100 graduate students, and 100 continuing education students at a university. Assume a simple random sample within each group. Each student is asked to rate his or her satisfaction (on a 1–10 scale) with his or her experiences. Write the estimate and standard error of the average satisfaction of all the students at the university. Introduce notation as necessary for all the information needed to solve the problem. Solution to question 17 From yesterday : 17. In a survey of n people, half are asked if they support “the health care law recently passed by Congress” and half are asked if they support “the law known as Obamacare.” The goal is to estimate the effect of the wording on the proportion of Yes responses. How large must n be for the effect to be estimated within a standard error of 5 percentage points? Solution: se is sqrt(.5*.5/(n/2)+.5*.5/(n/2)) = 1/sqrt(n). Solve 1/sqrt(n) = .05, you get n = (1/.05)^2 = 400.
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Introduction: Rachel Schutt (the author of the Taxonomy of Confusion) has a blog! for the course she’s teaching at Columbia, “Introduction to Data Science.” It sounds like a great course—I wish I could take it! Her latest post is “On Inspiring Students and Being Human”: Of course one hopes as a teacher that one will inspire students . . . But what I actually mean by “inspiring students” is that you are inspiring me; you are students who inspire: “inspiring students”. This is one of the happy unintended consequences of this course so far for me. She then gives examples of some of the students in her class and some of their interesting ideas: Phillip is a PhD student in the sociology department . . . He’s in the process of developing his thesis topic around some of the themes we’ve been discussing in this class, such as the emerging data science community. Arvi works at the College Board and is a part time student . . . He analyzes user-level data of students who have signed up f
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Introduction: While visiting the education school at the University of Pennsylvania a couple months ago, I had a long conversation with Bob Boruch, a prominent researcher in the field of evidence-based education. We shared Fred Mosteller stories and talked about a lot of other things too. Boruch sent me an article about teaching randomized controlled trials to education students, which gave me the following idea which connects to my longstanding embarrassment (and subject of my next column on ethics, forthcoming in Chance magazine) about the lack of systematic measurement, sampling, or experimentation in our own teaching efforts. Anyway, here’s my idea for experimentation in statistics teaching, an idea that I think could work particularly well in classes with education students. Each class could, as part of the course, design an educational experiment to be performed on next year’s class. Easier said than done, I know, but perhaps ed school students would be particularly motivated to do t
Introduction: Joe Blitzstein and Xiao-Li Meng write : An e ffectively designed examination process goes far beyond revealing students’ knowledge or skills. It also serves as a great teaching and learning tool, incentivizing the students to think more deeply and to connect the dots at a higher level. This extends throughout the entire process: pre-exam preparation, the exam itself, and the post-exam period (the aftermath or, more appropriately, afterstat of the exam). As in the publication process, the first submission is essential but still just one piece in the dialogue. Viewing the entire exam process as an extended dialogue between students and faculty, we discuss ideas for making this dialogue induce more inspiration than perspiration, and thereby making it a memorable deep-learning triumph rather than a wish-to-forget test-taking trauma. We illustrate such a dialogue through a recently introduced course in the Harvard Statistics Department, Stat 399: Problem Solving in Statistics, and tw
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Introduction: Joan Garfield, a leading researcher in statistics education, is conducting a survey of graduate students who teach or assist with the teaching of statistics. She writes: We want to invite them to take a short survey that will enable us to collect some baseline data that we may use in a grant proposal we are developing. The project would provide summer workshops and ongoing support for graduate students who will be teaching or assisting with teaching introductory statistics classes. If the grant is funded, we would invite up to 40 students from around the country who are entering graduate programs in statistics to participate in a three-year training and support program. The goal of this program is to help these students become expert and flexible teachers of statistics, and to support them as they move through their teaching experiences as graduate students. Here’s the the online survey . Garfield writes, “Your responses are completely voluntary and anonymous. Results w
Introduction: I don’t have much sympathy for well-paid academic plagiarists who are too lazy to do their jobs, but I actually can feel for the author in this story who posted fake positive Amazon reviews of his own books and negative reviews of his competitors’. I mean, sure, this is despicable behavior, I won’t deny that, but it’s gotta be harder and harder to make money writing books. Even a so-called bestselling author must feel under a lot of pressure. I was recently reading a book by Jonathan Coe—he’s just great, and famous, and celebrated, but I doubt he’s getting rich from his books. Not that there’s any reason that he has to get rich, but if even Jonathan Coe isn’t living the high life, that’s not good for authors in general. It’s a far cry from the days in which Updike, Styron, etc., could swagger around like bigshots.
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