1. 2016 International Sun Conference on Teaching and Learning “Interactive Songs to Engage Students Learning Introductory Statistics: Overview of Project SMILES (NSF DUE 1544237)” Larry Lesser, Dominic Dousa, Steve Haddad The University of Texas at El Paso D. K. Pearl Pennsylvania State University J. J. Weber III Perimeter College at Georgia State University www.math.utep.edu/Faculty/lesser/Fun.html

2. exploring a “fun” modality is particularly important in statistics Statistics is offered in several departments to students in many disciplines Statistics anxiety occurs across disciplines (e.g., in the humanities, social sciences, and in classes for pre- service elementary school teachers), and anxiety- reduction is one potential benefit of the use of fun items (Chew & Dillon 2014)

3. canonical example of a “dread course”

4. Challenges in Researching Fun controlling conditions in a live classroom instructor effect A SOLUTION: Insert item into a context that can be otherwise electronically duplicated (e.g., Garner, 2006) BONUS: applies to online courses, too!

5. Garner (2006) N = 117 undergraduates review three 40-minute lecture videos (in "distance ed format") on statistics research methods with or without humor(joke) inserts. Students randomized to insert group recalled significantly more information and gave higher ratings (each p <.001) in opinion of the lesson, how well it communicated information, and quality of instructor.

6. some of our prior work…. Nov. 2008 J. of Statistics Education: review paper presents 20 modalities of fun (e.g., humor, songs, games, cartoons) in statistics education March 2013 J. of Statistics Education: survey of 249 statistics instructors at USCOTS 2011 (with 16 followup interviews) on hesitations and motivations for using fun Spring 2014 J. of Mathematics and the Arts: rationale, strategies, and resources for using lyrics in mathematics/statistics class eCOTS 2014 archived session & full JSE paper expected July 2016: randomized experiment on fun inserts (e.g., songs or cartoons) into introductory statistics readings in an LMS

7. “It’s a Sign: A Connection between Correlation and Slope” (students randomly assigned to include the blue box)

8. focusing on song in higher education possible benefits: improved recall, stress reduction, motivation (also: humanize class, connect to history/real-world, introduce concepts) varied disciplines include: biology (Crowther 2006), psychology (Leck 2006), social studies (Levy & Byrd 2011), economics (McClough & Heinfeldt 2012), food safety (McCurdy, Schmiege, & Winter 2008), mathematics (Lesser 2014), political science (Soper 2010), sociology (Walczak & Reuter 1994)

9. STEM songs: http://singaboutscience.org/

10. causeweb.org/resources/fun/ 500+ items 10+ modalities searchable

11. now, NSF grant (DUE 1544237) Project SMILES: Student-Made Interactive Learning with Educational Songs (for introductory statistics) Many disciplines use songs (Lesser, 2014 JMA) to reduce anxiety, and increase motivation & learning We seek to write and assess songs to maximize engagement and learning

12. a continuum of song “interactiveness” Listen to recording Listen to performer Sing along (with lyric displayed) Complete the rhyme with only one right answer

13. a continuum of song “interactiveness” Listen to recording Listen to performer Sing along (with lyric displayed) Complete the rhyme with only one right answer, as in: “Correlation Song” lyric © 2013 Lawrence M. Lesser Are points near a line, or far? What's the correlation, ___? If the fit supports a line, Its slope and r would share the ____. Twinkle, twinkle, you're a star: Knowing stats will take you ___!

14. Quick! I need… An exclamation An adverb A verb ending in ‘ing’ A plural noun

15. Inspiration: Mad Libs

16. Trumpower (2010) adaptation of Mad Libs

17. Prompt for song where each blank is open-ended constructed response PROMPT: Give two quantitative variables that have positive correlation. One should have 2 syllables; the other should have 1 or 3 syllables.

18. Excerpt from song where each blank is open-ended constructed response from “Correlation Illustration” © 2014-2015 Lawrence M. Lesser How do shoe length values go When height is high or when it’s low? How do shoe length values go When elbow length is high or low? (if 3-syllable input given)

19. STEM songwriting challenges Technical precision versus accessibility/singability Is jargon singable and rhyme-able? Balance concrete and abstract Keep tone inviting; don’t just address insiders Keep short/interesting to maintain engagement Align to specific learning objective (i.e., not just a “STEM is cool” song, or a song that includes science words but not in a way that teaches)

20. writing songs ready for inputs “Inputs” can be neither trivial nor too open-ended, whether they make an example or conceptual connection Inputs generally can’t be where there is end-rhyme How do shoe length values go When height is high or when it’s low? Inputs need to be robust or scaffolded for part of speech, verb tense, (rough) number of syllables, etc. When elbow length is high or low? Can’t just take an existing song and remove a few words

21. 21 songs written fall 2015 by collaborative of statistics and music professionals… Greg Crowther (Seattle, WA) – biology lecturer at UW Bothell, research and outreach includes songs in STEM, curates singaboutscience.org database of 7000+ songs Monty Harper (Stillwater, OK) – award-winning full-time touring performer/writer of educational science songs; MS in mathematics Tom Toce (NYC) – theater/cabaret songwriter with album cuts and ASCAP awards; senior actuarial adviser at Ernst & Young; Fellow of Casualty Actuarial Society Amy Adler Williams (Austin, TX) – songwriter, cantorial soloist, music teacher, CPA, Certified Fraud Examiner

22. …and internal collaborators (both at UTEP since 2004) Larry Lesser – statistics education researcher; award- winning songwriter; published 65+ math/stat lyrics and several papers on using music in statistics/math courses Dominic Dousa – classical music theory and composition faculty; (piano) accompanist and chamber musician; MS and college teaching experience in statistics

23. also, UTEP’s Steven Haddad coordinates talented music majors of UTEP in its state-of-the-art Commercial Recording studio!

24. topics of songs (aligned with literature, Guidelines for Assessment and Instruction in Statistics Education, Goals and Outcomes Associated with Learning Statistics instrument) Levels of measurement Mean vs. median Convenience vs. random sampling Patterns of correlation Correlation vs. causation Statistic vs. parameter Estimator bias Margin of error in poll Effects on width of CI framework of testing Ho Reporting test conclusion Concepts of X 2 test Effect of n on significance Concepts of regression model Concepts of ANOVA test Variances (not SDs) add Bayesian reasoning (most tests for rare traits yield false positives) Central Limit Theorem Simpson’s Paradox Ethics in statistics

25. NSF Project SMILES timeline YEAR ONE (2015-16) Write lyrics, music, and template prompts; get peer feedback Pilot: do students understand prompts for inputs? Record songs in UTEP’s Commercial Recording studio, then interface with singing voice synthesizer software YEAR TWO (2016-17) Train automated grading system with several hundred students Experiment: students randomized to (1) readings only, (2) readings with complete songs, or (3) readings with interactive songs that they complete Post definitive completed versions of songs on CAUSEweb

26. THANKS FOR ATTENDING! WE WELCOME YOUR QUESTIONS & FEEDBACK “Interactive Songs to Engage Students Learning Introductory Statistics: Overview of Project SMILES (NSF DUE 1544237)” Larry Lesser, Dominic Dousa, Steve Haddad The University of Texas at El Paso D. K. Pearl Pennsylvania State University J. J. Weber III Perimeter College at Georgia State University www.math.utep.edu/Faculty/lesser/Fun.html

28. addressing hesitations (from Lesser et al., 2013) HesitationA solution Can’t quickly find good examplesCollections like CAUSEweb.org No skills/talentPress “PLAY”; tap student talent Need to be seen as seriousMake explicit connections to content (or assessment); make a mini-lesson plan Weak evidence of helping learningCite randomized experiments Incompatibility with students’ culturesKnow your audience (week 1 survey, etc.) Uses too much timeUse as students enter or papers handed back. Assign as HW. Some take only 10 seconds!

29. “What p-Value Means” lyric © 2005 L. Lesser tune: “Row, Row, Row Your Boat” It is key to know What p-value means – It’s the chance (with the null) you obtain data that’s At least that extreme!