1. Larry Weldon Simon Fraser University

2. Service vs Mainstream? A troublesome dichotomy! “mainstream” students need to understand applications “service” students need authentic learning they can use First Course vs Higher Level Course same approach at each level – conceptual understanding (more, not different, for higher level) not merely the level of mathematics

3. What is wrong with traditional approach? Is there any evidence that a major change is needed? Descriptive stats, sampling, estimation, hypothesis testing, regression …

4. Evidence for needed change? growth of applied-statistical disciplines: biostatistics, psychometrics, envirometrics, official statistics, … lack of job ads for “Statistician” low enrolments in statistics of undergraduate majors and graduate programs high proportion of students taking the minimum required courses in statistics rarity of departments of statistics low status among stat faculty of “applied” work

5. Change of Approach Needed E 2 L 2 Experience Early, Logic Later Case studies – techniques as required, then logical structure to link ideas (Math & Logic)

6. Strategies for a first Course Avoidance of a technique-oriented textbook Experiential presentation of techniques in areas of interest Use of computing by instructor for simulation and graphics No student computing, few formulas Open book & notes for tests and exams Use of graphics for explanations Require verbalization of why, what, when Sample tests and exams to impart objectives Application material that is an important part of a general education List of Concepts, Contexts and Techniques as an aid to exam preparation

7. STAT 100 at SFU in Spring 2010 See handout for overview. Course notes at www.stat.sfu.ca/~weldon

8. Sequence of Case Studies for example stock market index sports leagues Olympics medals fuel consumption annual pattern casualty insurance city populations lotteries spam filters Many basic concepts and techniques are needed for such cases

9. Simulations with Graphics sampling dist’n of the sample mean insurance company survival diversification of investments illusions of randomness sports leagues spatial clustering of plants

10. Technique Coverage by Example sampling error forensic science example randomized response example regression spam filter electronic marketing example estimation Africanized bee invasion political polls

11. Verbalization need to have students explain concepts with words tests and exams that require this skill integrate general intelligence with stats concepts

12. Tests and Exams – Open Book discourage memory work without understanding focus attention on concepts and problem-solving make assessment more authentic to real-life needs

13. Strategies for a Higher Level? Avoidance of a technique-oriented textbook Experiential presentation of techniques in areas of interest Use of computing by instructor for simulation and graphics No student computing, few formulas Open book & notes for tests and exams Use of graphics for explanations Require verbalization of why, what, when Sample tests and exams to impart objectives Application material that is an important part of a general education List of Concepts, Contexts and Techniques as an aid to exam preparation Math as a simplification technique, to summarize technique structure

14. More Detail ? Paper is posted (English version) at www.stat.sfu.ca/~weldon Comments ? email address: weldon@sfu.ca