Statistics Teaching and Learning Corner
In this post, contributing author Ivan Ramler shares information about the NSF-funded SCORE Network. The network aims to enhance statistics education through sports analytics by developing case-based learning materials and facilitating partnerships. This initiative provides resources for educators and students to explore real-world data.
In this post, Zoe Rehnberg and Allison Theobold apply the three-question design framework from the last post to assess curricular and pedagogical choices impacting LGBTQ+ students. They present examples such as using data with binary gender and asking for student pronouns, discussing potential adaptations and sustainability concerns.
Nicole Dalzell discusses the importance of inclusive teaching decisions and presents a three-question framework for evaluation. Using a coding challenge example, she addresses student needs and suggests adaptations for inclusivity. Dalzell emphasizes the sustainability of these decisions and advocates for an ongoing reflective process to support every student in the classroom.
Angelo Elmi and Heather Hoffman present two teaching approaches for programming with statistical software in this post. The error-free method focuses on writing correct code, while the error-full method intentionally exposes students to instructor-created errors to develop their debugging skills. They believe that the error-full method helps students gain confidence and prefer it over the error-free approach.
Our editorial team welcomes you to the Statistics Teaching and Learning Corner (StatTLC), a virtual place to chat about statistics education. While there are many opportunities for educators to interact and disseminate research at conferences and in academic journals, there are fewer opportunities to informally discuss and share ideas and experiences. We have decided to... Continue Reading →
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