Data and Metrics: Do We Need Them? What Can They Tell Us? What Can\u27t They?

In our increasingly data-centric world, how do we think about data? How should we think about data? Posting about ­­­­­­­­using data to make informed decisions from In All Things - an online journal for critical reflection on faith, culture, art, and every ordinary-yet-graced square inch of God’s creation. https://inallthings.org/data-and-metrics-do-we-need-them-what-can-they-tell-us-what-cant-they

Lies, Statistics, Mathematics and the Truth

Recognizing a key distinction between mathematics and statistics is helpful in understanding how we know if a statement is true. Posting about deductive and inductive reasoning­­­­­­­­ from In All Things - an online hub committed to the claim that the life, death, and resurrection of Jesus Christ has implications for the entire world. http://inallthings.org/lies-statistics-mathematics-and-the-truth

Explorers and Immigrants

In my research work I am regularly able to live life on the frontier of an unfamiliar land, as an immigrant and an explorer. Day-in and day-out I get to experience the unfamiliarity which is so rewarding and exciting, satisfying the insatiable appetite to do something daring. Posting about new ways of thinking from In All Things - an online hub committed to the claim that the life, death, and resurrection of Jesus Christ has implications for the entire world. http://inallthings.org/explorers-and-immigrants

Sharing the Gospel Well

\u27Return home, and tell how much God has done for you.\u27 Posting about our Christian witness­­­­­­­­ from In All Things - an online hub committed to the claim that the life, death, and resurrection of Jesus Christ has implications for the entire world. http://inallthings.org/sharing-the-gospel-well

Emphasizing the Entire Research Process Throughout the Curriculum: The Next Step in Real Data Integration in Introductory Statistics Courses

Access blog post at publisher\u27s site: https://www.causeweb.org/sbi/?p=61

Simulation-Based Inference in Statistics Education: Exciting Progress and Future Directions

Statistics Views asked Dr Tintle to explain more about simulation-based inference in statistics education and some of the exciting progress that has been made to date and future directions within the undergraduate curriculum

Negotiating for Release Time and Leave

Many large-scale research projects require a course release or a complete reduction in teaching responsibilities for a semester, year or more. This article suggests some ways to get them

Development of a Tool to Assess Students’ Conceptual Understanding in Introductory Statistics

Few tools exist to assess students’ conceptual understanding in post-secondary, introductory statistics courses. The CAOS test is widely considered to be the gold standard, but was first published in 2007 and does not necessarily reflect some of the changes in student learning at the secondary level. Furthermore, it may not be sensitive enough to measure student conceptual understanding in modern post-secondary statistics courses (e.g., simulation-based inference). In this paper we will describe the process of developing a new instrument which uses some CAOS items, as well as additional new items to improve validity and reliability. We will share the validity and reliability results across n=3,833 students at 49 institutions, as well as information about external factors associated with student performance (e.g., test setting, question order)

First-Year Students\u27 Use of Social Network Sites to Reduce the Uncertainty of Anticipatory Socialization

This study surveyed 399 incoming first-year students at two colleges in the Midwest on their use of social network sites before college entry and its impact on various dimensions of the first-year experience. Significant correlations were found for two pairs of variables: (a) students who used social network sites before arriving on campus reported greater roommate compatibility than students who did not use such sites and (b) students who rated the information on social network sites as high in accuracy also reported a high match between their first-year expectations and experiences. Implications for student affairs administrators are discussed

Student Performance in Curricula Centered on Simulation-Based Inference: A Preliminary Report

Simulation-based inference (e.g., bootstrapping and randomization tests) has been advocated recently with the goal of improving student understanding of statistical inference, as well as the statistical investigative process as a whole. Preliminary assessment data have been largely positive. This article describes the analysis of the first year of data from a multi-institution assessment effort by instructors using such an approach in a college-level introductory statistics course, some for the first time. We examine several pre-/post-measures of student attitudes and conceptual understanding of several topics in the introductory course. We highlight some patterns in the data, focusing on student level and instructor level variables and the application of hierarchical modeling to these data. One observation of interest is that the newer instructors see very similar gains to more experienced instructors, but we also look to how the data collection and analysis can be improved for future years, especially the need for more data on nonusers