scholarly journals Learning Statistics at the Farmers Market? A Comparison of Academic Service Learning and Case Studies in an Introductory Statistics Course

2010 ◽  
Vol 18 (3) ◽  
Author(s):  
Bridget Hiedemann ◽  
Stacey M. Jones
Keyword(s):  
Service Learning ◽  
Case Studies ◽  
Introductory Statistics ◽  
Farmers Market ◽  
Statistics Course ◽  
Academic Service Learning

Teaching Data Reproducibility through Service Learning

2019 ◽  
Vol 47 (4) ◽  
pp. 350-357
Author(s):  
Anne M. Nurse ◽  
Trish Staiger
Keyword(s):  
Social Sciences ◽  
Service Learning ◽  
Quantitative Data ◽  
Central Mechanism ◽  
Learning Activity ◽  
Introductory Statistics ◽  
The Social ◽  
Statistics Course ◽  
Data Reproducibility

Data reproducibility is becoming increasingly important in the social sciences, but it has yet to be incorporated into many undergraduate sociology programs. This note describes a service-learning activity that can be added to an introductory statistics course. Students partner with a nonprofit and analyze quantitative data to answer questions selected by the agency. Reproducibility is the central mechanism of communication between the nonprofit, the students, and the course instructor. An assessment of the project suggests that students achieve an understanding of how to create reproducible data. They also come to see its value as a method of communication about data decisions.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

Teaching Interreligious Encounter

2017 ◽  
Author(s):  
Hans Gustafson
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Case Studies ◽  
Course Design ◽  
Comparative Theology ◽  
Guest Speakers

This chapter offers instructors in higher education some basic tools and elements of course design for interreligious encounter in the undergraduate classroom. Aiming at practice over theory, it provides practical suggestions for fostering interreligious understanding from the first day of class through the end of the semester. These suggestions include the use of guest speakers, interdisciplinary case studies, in-class reflections, and interreligious community engagement (i.e., “service learning”), among others. Further, it provides a concise bibliography of basic introductory texts for both students and instructors in the areas of comparative theology, theologies of religions and religious pluralisms, and interreligious studies and dialogue.

Statistical literacy and the news media

2017 ◽  
Author(s):  
Andrew Gelman ◽  
Deborah Nolan
Keyword(s):  
News Media ◽  
News Article ◽  
Introductory Statistics ◽  
News Story ◽  
Statistical Literacy ◽  
Process Information ◽  
Statistics Course ◽  
Reported Study ◽  
Original Report

An important theme in an introductory statistics course is the connection between statistics and the outside world. Described in this chapter are assignments that can be useful in getting students to learn how to gather and process information presented in the news and scientific reports. These assignments seem to work well only when students have direction about how to do this kind of research. Three versions of the assignment are provided. In all three, students read a news story and the original report on which the article was based, and they complete a worksheet with guidelines for summarizing the reported study. In some versions students are supplied the news story and report and in another each student finds a news article and tracks down the original report on her own. Included here are our guidelines, example instructional packets, and the process we use to organize each type of assignment.

INTRODUCTORY STATISTICS COURSE TERTIARY STUDENTS’ UNDERSTANDING OF P-VALUES

2014 ◽  
Vol 13 (1) ◽  
pp. 53-65 ◽  
Author(s):  
ROBYN REABURN
Keyword(s):  
Null Hypothesis ◽  
Probabilistic Reasoning ◽  
Statistics Education ◽  
Introductory Statistics ◽  
P Values ◽  
Testing Procedures ◽  
Research Journal ◽  
Null Hypothesis Testing ◽  
Statistics Course ◽  
Teaching Programs

This study aimed to gain knowledge of students’ beliefs and difficulties in understanding p-values, and to use this knowledge to develop improved teaching programs. This study took place over four consecutive teaching semesters of a one-semester tertiary statistics unit. The study was cyclical, in that the results of each semester were used to inform the instructional design for the following semester. Over the semesters, the following instructional techniques were introduced: computer simulation, the introduction of hypothetical probabilistic reasoning using a familiar context, and the use of alternative representations. The students were also encouraged to write about their work. As the interventions progressed, a higher proportion of students successfully defined and used p-values in Null Hypothesis Testing procedures. First published May 2014 at Statistics Education Research Journal Archives

Student perceptions of Academic Service Learning: Using mixed content analysis to examine the effectiveness of the International Baccalaureate Creativity, Action, Service programme

2016 ◽  
Vol 15 (3) ◽  
pp. 181-195 ◽  
Author(s):  
Christos Hatziconstantis ◽  
Tania Kolympari
Keyword(s):  
Content Analysis ◽  
Service Learning ◽  
Student Perceptions ◽  
Private School ◽  
International Baccalaureate ◽  
Education Students ◽  
Perceptions Of Students ◽  
Academic Service Learning ◽  
Service Learning Projects ◽  
Learning Projects

The International Baccalaureate Diploma Programme for secondary education students requires the successful completion of the Creativity, Action, Service (CAS) component (more recently renamed Creativity, Activity, Service) which is based on the philosophy of experiential learning and Academic Service Learning. In this article, the technique of mixed content analysis is employed to examine the perceptions of students in an International Baccalaureate Greek private school regarding the implementation and effectiveness of CAS. The empirical results indicate that students perceive and conceptualise volunteering activities in two contrasting dimensions, namely idealistic-humanitarian and utilitarian-instrumentalist, implying that Academic Service Learning projects may need to be adjusted to achieve their objectives.

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