I taught a course likethis for many years. The students were required to present a situation from their work for which a hypothesis test could be used for gaining better understanding. For example, does the second shift have more accidents or is there a relationship between absenteeism and gender.
One OB nurse did one to examine whether more babys were born in the middle of the night than at other times - it was the conventional wisdom that they were. My syllabus was similar to your, although we usually didn't get to time series. I emphasized developing the skills to recognize the opportunities for the use of statistics and the types of tests available and their limitations. >Subject: question about teaching MBA level Statistics >From: [EMAIL PROTECTED] (willie) >Date: 10/7/2002 7:42 PM Pacific Daylight Time >Message-id: <[EMAIL PROTECTED]> > >I don't know if this is the right group for this question but my >question concerns teaching a somewhat short version of MBA level >Statistics (10 meetings for 3 hours each meeting). I want to go >through the underlying theory carefully and to cover the following at >least: >1 What is Statistics? Descriptive Statistics >2 Probability >3 Discrete Random Variables >4 Continuous Random Variables >5 Sampling Distributions >6 Estimation >7 Inferences Based on a Single Sample or Two Samples >8 Regression >9 Multiple Regression, Model Building >10 Time Series > >We are using McClave and Benson. > >Generally there is not really anytime to do anything else but I want >to include some good "case studies" and I have a book by Andrew Siegel >that has excellent current examples. I want to ask the students to >either explain how one of the topics relates to their work (they are >all currently employed and in positions where they could face topics >related to the course) or to present one of the example/case studies >from the Siegel book. Does anyone have any suggestions on how to ask >the students to prepare such presentations? What should I ask them to >do. For example, if they choose to present an example from the book, >simply reading the example to the class is not really exciting, >challenging, nor useful. If anyone has any ideas I would appreciate >hearing from you. >Thank you, >WBC > > > > > > Jim Stamp out fuzzy thinking. . . ================================================================= Instructions for joining and leaving this list, remarks about the problem of INAPPROPRIATE MESSAGES, and archives are available at: . http://jse.stat.ncsu.edu/ . =================================================================
