It does seem ambitious for any survey course.
And why not teach something useful...do you prohibit them from having a
calculator? What's the difference in a calculator and a computer? I remember
learning how to take square roots, approximately...do you require them to do
that? An awful waste of a semester if they never learn how to work with real
data sets.
Repeating is good. I repeat...repeating is good. :)
One teaches as one was taught. Hard to break that pattern. For example, how
many of us spend class time teaching how to get "p-values" from the tables.
Why? Textbooks still have the variance formulae in two forms...one for
computation. Why?
Warren May
(I'm still learning to teach, too)
Paul R Swank wrote:
> I found your syllabus to be very ambitious for undergraduates. Is this
> their first stat course?
>
> At 07:34 AM 6/18/00 -0400, SM wrote:
> >Howdy,
> >I am not a subscriber of this listserv, but was invited to post by E.
> >Jacquelin Dietz, editor of THE JOURNAL OF STATISTICS EDUCATION.
> >
> >I am a social worker (MSW with a Ph.D. in Sociology) and I teach two
> >sections of statistics (to social work and criminal justice majors) at a
> >small college in rural North Carolina. I've completed seven statistics
> >courses on the Ph.D. level. However, my Ph.D. experience with statistic
> >courses may not have prepared to teach this course to social work
> >majors.
> >
> >I have shared my syllabus with my social work colleagues, but they have
> >less of a background in teaching statistics than I do! I am interested
> >in sharing my syllabus with others who teach statistics and get
> >feedback.
> >
> >Two issues that may not be clear on the syllabus:
> >
> >1) I prohibit students from using a computer until they have solved the
> >equation by hand first. I have discovered that students do much better
> >on exams when they have done the math. For example, I can ask non math
> >questions on an exam, and students do better. They seem to have a
> >deeper understanding. Have you experienced this?
> >
> >2) Students seem to understand basis statistical concepts when I repeat
> >the explanation 3 to 5 times in different ways. I use links on my
> >syllabus, lecture, films (AGAINST ALL ODDS), the text, and supplemental
> >readings.
> >
> >My syllabus can be found at
> >http://www.uncp.edu/home/marson/360_summer.html . I would appreciate
> >your guidance, but try not to hurt my feelings!
> >
> >Cordially,
> >
> >Steve
> >
> >Stephen M. Marson, Ph.D., ACSW
> >Professor/Director, Social Work Program
> >UNC-P
> >
> >
> >
> >
> >
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> ------------------------------------
> Paul R. Swank, PhD.
> Professor & Advanced Quantitative Methodologist
> UT-Houston School of Nursing
> Center for Nursing Research
> Phone (713)500-2031
> Fax (713) 500-2033
>
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This list is open to everyone. Occasionally, less thoughtful
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