Today's courses in statistical methods, for the most part, focus on the same methods that were taught 30 years ago. The actual practice of statistics has moved beyond these traditional statistical methods. Modern methods including dynamic graphics, nonlinear estimation, resampling and other simulation based inference methods are being used by many scientists and engineers. However, these methods generally are not included in courses in statistical methods, especially at the undergraduate level. This paper will discuss the development of a collection of instructional modules, built around actual applications from science and engineering. Each module is self-contained and includes instructional materials such as: objectives, examples, lecture materials, computer implementation of the methodology, homework, class/discussion exercises and assignments. The modules are intended as a resource for instructors to experiment with and explore the use of modern statistical methodology in undergraduate statistics methods courses. Two of the modules will be presented in some detail. We will also discuss the use of the modules in a new course that goes beyond our traditional methods courses.
As part of an NSF funded project we developed new course materials for a general introductory statistics course designed to engage students in statistical discovery. The materials were designed to actively involve students in the design and implementation of data collection and the analysis and interpretation of the resulting data. Our overall goal was to have students begin to think like statisticians, to construct ways of thinking about data collection and analysis, to solve problems using data in context. During their development, the materials and related activities were field tested in a small special section of an introductory statistics course for two semesters. This field testing was a ``proof of concept,'' that is that the materials could work in the laboratory setting and that the materials showed promise for improving students' learning. As a first step in evaluating these materials, students who enrolled in regular sections of the introductory course were used as a comparison group. In this paper, the development and use of the course materials will be discussed briefly. The strategy for evaluating the materials while they were being developed and analysis of students' performance on common assessment questions and the course project will be presented. In addition, the relationship between student attitudes toward statistics and students' performance will be examined.``Declare the past, diagnose the present, foretell the future; practice these acts. As to diseases, make a habit of two things -to help, or at least to do no harm.''Hippocrates from Epidemics, Bk. I, Sect. XI.
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