Modern Interdisciplinary University Statistics Education Proceedings of a Symposium (1994) / Chapter Skim
Currently Skimming:
Discussion
Discussion
Pages 52-58
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 52... ...
Molly Hahn wondered earlier about mathematics departments, and ~ do, too. ~ think that for statistics departments that are within mathematics departments and whose faculty members are evaluated along with their partners within the mathematics department, achieving this will be incredibly difficult to ever pull off.
|
From page 53... ...
But ~ cannot say that there is a set of literature out there that supports that right now. JOHN TUCKER: Computer technology can be very effective in improving student learning, especially in reinforcing class presentations and for self-paced instruction, but its effectiveness strongly depends on how well or poorly the software is designed.
|
From page 54... ...
In fact, the pace of curricular reform and change is similar in other places, and indeed, I believe statistics in many respects is moving more rapidly ahead. In my most recent administrative role as a vice president, ~ was astonished at the slowness of some fields' willingness to embrace the notion that you had to reexamine what you were doing, let alone change it.
|
From page 55... ...
Statistics is going to be more like the classics department the next tune. SACKS: loan Garfield offered a set of tactics to go with the strategy that had been discussed before by Peter Bickel.
|
From page 56... ...
We try to extend the basic philosophy of quantitative literacy to undergraduate students who are taking undergraduate introductory courses. We ask them to do a project instead of a third partial examination.
|
From page 57... ...
I heard a wonderful presentation the other day about a physics program at Harvard in which the person who teaches a group of a couple hundred people simply comes in each day with a very short question, gives the students a few minutes to think of the answer, and has them turn around and discuss the problem with a neighbor and come to a joint conclusion. This is done merely to exhibit by first-hand experience how much better they do after they have talked about a problem a little bit with each other.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.