I have been exasperated by a particular deficiency (in my view) of many graduate students in dealing with their data, namely, delving into often complex statistical analyses without first having a good 'feel' of where the data came from and what they should be looking for. I was recently 'venting' my frustration to a colleague, who will be teaching a two-course graduate stats 'package' in the near future. We discussed ways to impress the importance of 'looking at the data' on the students. I would like to pose the same questions to members of this list; specifically,
(1) how do you rate the importance of exploratory and (in particular) graphical analysis of data prior to doing inferential statistics, and
(2) how do you (or, would) incorporate these aspects of statistics into your teaching?
I am looking forward to your insights into these questions.
Best,
Esa -- ------------------------------------ Esa M. Rantanen, Ph.D. Assistant Professor University of Illinois at Urbana-Champaign Institute of Aviation, Aviation Human Factors Division Willard Airport-One Airport Road, Q5, MC-394 Savoy, IL 61874 Tel. 217-244-8657 (AHFD) Tel. 217-244-7397 (Psych.) Tel. 217-373-8276 (Home) Fax 217-244-8647 e-mail: [EMAIL PROTECTED] url: http://www.aviation.uiuc.edu/new/html/ARL/Esa_Rantanen.html ------------------------------------ . . ================================================================= Instructions for joining and leaving this list, remarks about the problem of INAPPROPRIATE MESSAGES, and archives are available at: . http://jse.stat.ncsu.edu/ . =================================================================
