I think Professor Chalcraft of East Carolina University reads this listserv? I know he taught ecological statistics spring semester 2009. Our textbook was _A Primer of Ecological Statistics_, by Gotelli and Ellison. The course covered experimental design; the meaning of variance, standard deviation, standard error, normal distribution, and other basic concepts; various statistical tests (e.g., t-test, ANOVA) and when to use them; type 1 and type 2 errors; and we had to synthesize all the knowledge for the final assignment, which was to develop a hypotheitical (or actual) research problem and explain in detail how we would design it, collect and statistically analyze the data. If Professor Chalcraft is reading this, I am sure he can elaborate further; his course was well-designed and well-taught from the standpoint of equipping students to use statistics. Jason Hernandez East Carolina University
Date: Tue, 27 Apr 2010 15:41:30 -0500 From: "Bomar, Charles" <bom...@uwstout.edu> Subject: biostats Ok, this list has been very helpful in the past helping to design curricula. I am the program director for emerging environmental science as well as a pre-health science program, and as all of you know, they need some statistics in their diet. They currently take a standard course offered by the Math department, but this does not meet the needs of the students. Students taking this stats course will have had 1 if not 2 semesters of calculus, so they are math capable. So, if you we going to design a brand new biostats/statistics for the life sciences course 1) What text book(s) would you recommend? 2) What are the core subset of skills/tests do you believe need to be delivered in a course of this nature? 3) what common use statistical software should the students be using? I certainly have my own ideas for each of these questions but really want to draw upon the list's experiences who skills are more current than mine. I am also concerned about proper course design since some professional schools are suggesting what contents should be covered in this course. Any thoughts, ideas, or even syllabi people are willing to share are greatly appreciated. ****************************************** Charles R. Bomar PhD Applied Science Program Director Executive Director, Orthopterists' Society Professor of Biology University of Wisconsin-Stout Menomonie, WI 54751 bom...@uwstout.edu office 715-232-2562 fax 715-232-2192 ------------------------------ Date: Tue, 27 Apr 2010 22:53:26 +0100 From: William Silvert <cien...@silvert.org> Subject: Re: lessons for new faculty members? I have a much simpler suggestion that did me a world of good - make the grad students talk. My thesis advisor constantly pushed us to give seminars, both internal and external. Our internal seminars were every week, and we were also pushed to give public talks at any opportunity. Although we all started as pretty awkward speakers, by the time we finsished I think we were all pretty polished and received more than our share of speaking invitations. How important this was came home to me by the time that I was a faculty member helping select new staff, which usually meant attending the kind of seminar where the speaker stood up, immediately asked for the first slide (typically a diagram of the experimental setup) and never got around to telling us what the whole project was about. Bill Silvert ----- Original Message ----- From: "Aaron T. Dossey" <bugoc...@gmail.com> To: <ECOLOG-L@LISTSERV.UMD.EDU> Sent: domingo, 25 de Abril de 2010 18:58 Subject: Re: [ECOLOG-L] lessons for new faculty members? > Here are some positive recommendations for new faculty, but older faculty > could probably benefit from these as well: ------------------------------ End of ECOLOG-L Digest - 26 Apr 2010 to 27 Apr 2010 (#2010-113) ***************************************************************
