Challenges in Statistical Education and the Need for Change
Exploring the evolving landscape of statistical education, this content discusses the dichotomy between service and mainstream approaches, critiques traditional methods, and presents evidence supporting a shift towards experiential learning. It suggests early exposure to practical experiences, logic-driven structuring of ideas, and strategies for a more engaging first course. The content emphasizes the importance of adapting statistical education to meet the demands of applied disciplines, job market trends, and student preferences.
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Presentation Transcript
Larry Weldon Simon Fraser University
Service vs Mainstream? A troublesome dichotomy! mainstream students need to understand applications service students need authentic learning they can use First Course vs Higher Level Course same approach at each level conceptual understanding (more, not different, for higher level) not merely the level of mathematics
What is wrong with traditional approach? Descriptive stats, sampling, estimation, hypothesis testing, regression Is there any evidence that a major change is needed?
Evidence for needed change? growth of applied-statistical disciplines: biostatistics, psychometrics, envirometrics, official statistics, lack of job ads for Statistician low enrolments in statistics of undergraduate majors and graduate programs high proportion of students taking the minimum required courses in statistics rarity of departments of statistics low status among stat faculty of applied work
Change of Approach Needed 2L Experience Early, Logic Later Case studies techniques as required, then logical structure to link ideas (Math & Logic) 2 E
Strategies for a first Course Avoidance of a technique-oriented textbook Experiential presentation of techniques in areas of interest Use of computing by instructor for simulation and graphics No student computing, few formulas Open book & notes for tests and exams Use of graphics for explanations Require verbalization of why, what, when Sample tests and exams to impart objectives Application material that is an important part of a general education List of Concepts, Contexts and Techniques as an aid to exam preparation
STAT 100 at SFU in Spring 2010 See handout for overview. Course notes at www.stat.sfu.ca/~weldon
Sequence of Case Studies for example stock market index sports leagues Olympics medals fuel consumption annual pattern casualty insurance city populations lotteries spam filters Many basic concepts and techniques are needed for such cases
Simulations with Graphics sampling dist n of the sample mean insurance company survival diversification of investments illusions of randomness sports leagues spatial clustering of plants
Technique Coverage by Example sampling error forensic science example randomized response example regression spam filter electronic marketing example estimation Africanized bee invasion political polls
Verbalization need to have students explain concepts with words tests and exams that require this skill integrate general intelligence with stats concepts
Tests and Exams Open Book discourage memory work without understanding focus attention on concepts and problem-solving make assessment more authentic to real-life needs
Strategies for a Higher Level? Avoidance of a technique-oriented textbook Experiential presentation of techniques in areas of interest Use of computing by instructor for simulation and graphics No student computing, few formulas Open book & notes for tests and exams Use of graphics for explanations Require verbalization of why, what, when Sample tests and exams to impart objectives Application material that is an important part of a general education List of Concepts, Contexts and Techniques as an aid to exam preparation Math as a simplification technique, to summarize technique structure
More Detail ? Paper is posted (English version) at www.stat.sfu.ca/~weldon Comments ? email address: weldon@sfu.ca
