Re: Comments about my syllabus
Stephen, I would also characterize the syllabus as too ambitious -- by far. Your students are probably scared of statistics, and overwhelming them will only make it worse. Unless you see a special need for it, for example, I'd omit time series in a first course! You might want to look at Morris and Rolph's "Introduction to Data Analysis and Statistical Inference" if you can find a copy. In general, I'd tone down the theory and emphasize applications. Motivate everything you teach with real examples, so that the students will see some point in learning the material. And I wouldn't ban computers. If you don't want to start out on a stat package right away, maybe have them do some computations in Excel spreadsheets; that will let them understand where the numbers come from without generating as much resentment about having to work things by hand. Also, remember you're producing consumers of statistics, not statisticians. Examples of good and bad practice would be a good idea. Steve Albert === This list is open to everyone. Occasionally, less thoughtful people send inappropriate messages. Please DO NOT COMPLAIN TO THE POSTMASTER about these messages because the postmaster has no way of controlling them, and excessive complaints will result in termination of the list. For information about this list, including information about the problem of inappropriate messages and information about how to unsubscribe, please see the web page at http://jse.stat.ncsu.edu/ ===
Re: Comments about my syllabus
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 === This list is open to everyone. Occasionally, less thoughtful people send inappropriate messages. Please DO NOT COMPLAIN TO THE POSTMASTER about these messages because the postmaster has no way of controlling them, and excessive complaints will result in termination of the list. For information about this list, including information about the problem of inappropriate messages and information about how to unsubscribe, please see the web page at http://jse.stat.ncsu.edu/ === 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 === This list is open to everyone. Occasionally, less thoughtful people send inappropriate messages. Please DO NOT COMPLAIN TO THE POSTMASTER about these messages because the postmaster has no way of controlling them, and excessive complaints will result in termination of the list. For information about this list, including information about the problem of inappropriate messages and information about how to unsubscribe, please see the web page at http://jse.stat.ncsu.edu/ ===
Comments about my syllabus
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 === This list is open to everyone. Occasionally, less thoughtful people send inappropriate messages. Please DO NOT COMPLAIN TO THE POSTMASTER about these messages because the postmaster has no way of controlling them, and excessive complaints will result in termination of the list. For information about this list, including information about the problem of inappropriate messages and information about how to unsubscribe, please see the web page at http://jse.stat.ncsu.edu/ ===
Re: Comments about my syllabus
At 07:34 AM 6/18/00 -0400, SM wrote: 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? do you do this with every procedure you teach? stan dev? correlation coefficient? regr equation? t test? where do you draw the line? and ... if you adhere to this ... is it with unrealistic simple data or real data? personally ... while i do think it is beneficial to do some things by hand at least once ... i think more time on better introducing a good stat package ... and showing students how to use it better ... would be more useful 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. the more the merrier .. 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! i find it a bit strange in your syllabus the listing earlier in the topics ... autocorrelation ... and time series ... which are really regression approaches ... BEFORE you even discuss correlation and regression ... also ... you say: "Another point about exams: There are two sections of this course 8 AM and 12:30 PM. Students may elect to take their quizzes and exam during the time scheduled for the other section in which they are not enrolled. Students may do this by notifying the professor no later than the Wednesday prior to the exam." and on missing or being late for a class "Attendance Policy: Tardiness and absences will not be tolerated. An excused absence means the student is permitted to make up the work; an unexcused absence means that a student may not make up the work. Tardiness is penalized as half an absence. All absences [excused and unexcused] are penalized. In addition, if a student is ill, he/she must report before the class. Failure to do so, will result in a zero credit. Missing 6 hours of class constitutes an F. Don't miss class, don't be late." seems like in college ... students should be in charge of their own time ... so, if a kid has to go to the docs .. you penalize them? a lesson they have to learn is to manage their own time ... and, if they miss the class ... then, they are responsible for that ... why try to be a policeperson for their time? and .. continuing .. "Tutoring: During the academic year 2000-2001, the social work computer lab assistant is Melanie D. Enkoff-Sage. She can help with Power Point. Her email address is: [EMAIL PROTECTED] If you need help with power point, email her. Student Support Services offers tutoring, but they do not have a web page. Their phone number is 910/521-6276." how is power point related to stat? finally, i see nothing on your syllabus about students learning some stat package ... rather, you mention a calculator ... this is a big mistake ... all serious stat work is done with packages and while it might be nice to have them tinker with some problem on a calculator ... the failure to introduce them to some professional way to actually do analysis ... will they have any other stat course? if not ... this is their only opportunity to use software ... so, you should at least introduce some package ... and have them become a little familiar with it ... which one you use i don't care but, use something ... H does this not compromise security? what is to stop a person in the earlier section ... from signing up for the later test ... but, get info from one taking it earlier? this suggests that the same exam is being used ... is that true? Cordially, Steve Stephen M. Marson, Ph.D., ACSW Professor/Director, Social Work Program UNC-P === This list is open to everyone. Occasionally, less thoughtful people send inappropriate messages. Please DO NOT COMPLAIN TO THE POSTMASTER about these messages because the postmaster has no way of controlling them, and excessive complaints will result in termination of the list. For information about this list, including information about the problem of inappropriate messages and information about how to unsubscribe, please see the web page at http://jse.stat.ncsu.edu/ === == dennis roberts, penn state university educational psychology, 8148632401 http://roberts.ed.psu.edu/users/droberts/droberts.htm === This list is open to everyone. Occasionally, less thoughtful
