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ASA Education and Outreach Programs
Donna LaLonde
Director of Strategic Initiatives and Outreach
Rebecca Nichols
Director of Education
The American Statistical Association has identified education as a strategic goal.
The Strategic Plan specifically commits to leadership in all levels of statistical education, building a statistically literate society, making the study of statistics and statistical careers more attractive, and enhancing the preparation of statisticians for success.
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Current work toward this goal may be organized into these important categories: • Curriculum Guidelines Development, • Advocacy, and Dissemination, • Professional Learning for K – 16 teachers, statisticians,
and journalists, and • Student Engagement in the Practice of Statistics.
Curriculum Guidelines Development
Curriculum Guidelines for Undergraduate Programs in Statistical Science (2014): Prepared by Working Group and endorsed by the ASA Board of Directors. The guidelines state that statistics programs to provide sufficient background in core skill areas: statistical methods and theory, data management, computation, mathematical foundations, and statistical practice. The ASA continues to support efforts to disseminate and effectively implement the curriculum described in the guidelines.Reach: National Target Audience: University and College faculty responsible for curriculum development and reviewwww.amstat.org/education/curriculumguidelines.cfm
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Curriculum Guidelines Development
Guidelines for Assessment and Instruction in Statistics Education (GAISE) PreK-12 Report and College Report: Prepared by Working Groups to provide recommendations for teaching introductory statistics courses at the college level and statistics education in pre-K-12 years. The ASA continues to support efforts to disseminate and effectively implement the recommendations described in these reports.Reach: National and InternationalTarget Audience: Educators at the pre-k-12 level and undergraduate level
www.amstat.org/education/gaise
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Curriculum Guidelines Development
Statistical Education of Teachers (SET): Commissioned by the ASA Board to clarify MET II’s recommendations by articulating the features of teachers’ statistical preparation that are distinct from their mathematical preparation. Efforts are underway to disseminate and effectively implement the SET recommendations.Reach: National and International Target Audience: K -12 Teachers; University and College faculty involved in teacher preparation
www.amstat.org/education/set
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Professional Learning
Meeting Within a Meeting (MWM): This annual program held in conjunction with the Joint Statistical Meetings provides an opportunity for middle and high school teachers who teach mathematics and science courses to discuss and apply the data analysis and statistical concepts embodied in the Common Core Standards for Mathematics and in the Guidelines for Assessment and Instruction in Statistics Education (GAISE) Pre-K-12 Curriculum Framework. Teachers will explore problems that require them to formulate statistical questions, collect, organize, analyze, and draw conclusions from data and apply basic concepts of probability. The MWM program will include examining what students can be expected to do at the most basic level of understanding data analysis and what can be expected of them as their skills develop and experience broadens. The program provides teachers with the opportunity to build professional community. Reach: 50 participants in 2015; 35 high school teachers, 15 middle school teachersTarget Audience: Middle, and high school teachers
www.amstat.org/education/mwm
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Professional Learning
Beyond AP Statistics (BAPS): This annual program held in conjunction with the Joint Statistical Meetings provides AP statistics teachers with an opportunity to engage with noted statisticians in the investigation of enrichment material just beyond the basic AP syllabus. The program provides teachers with the opportunity to enhance content and pedagogical knowledge and build professional community.
Reach: National (15 – 30 AP Statistics teachers per year)Target Audience: AP Statistics teachers
www.amstat.org/education/baps
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Professional Learning
K- 12 Statistics Education Webinars: The ASA in conjunction with collaborators offer webinars throughout the school year. The webinars explore both content and pedagogy and support professional learning communities that are not limited by geographic location.
Reach: Approx. 10-30 participants per webinar; 2-8 new webinars posted per year; greater audience for recordingsTarget Audience: K-12 educators
www.amstat.org/education/k12webinars
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Professional Learning
STatistics Education Web (STEW): This program provides support for K-12 mathematics and science teachers who teach statistics concepts in their classrooms. STEW is an online resource for peer-reviewed lesson plans for K-12 teachers. The web site is curated by the ASA and accessible to K-12 teachers throughout the world.
Reach: Approx. 51,000 visits to STEW webpage annuallyTarget Audience: K-12 educators
www.amstat.org/education/stew
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Student Engagement
Poster Competition: The poster competition provides K-12 students with an authentic opportunity to engage in a research project and to communicate their results to an external audience. Regional winners proceed to a national competition.
Reach: 1500+ student participants from 8 regional competitions, Judges comprised of k-12 teachers, local ASA chapter members, and local companiesTarget Audience: K-12 students
www.amstat.org/education/posterprojects/
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Student Engagement
Project Competition: The project competition provides K – 12 students with an authentic opportunity to design a statistical research project and present their work in a written report. This is a national competition which provides students the opportunity to present their work to an external audience.
Reach: 200+ student participants per year Judges comprised of 7-12 teachers, local ASA chapter members, and local companiesTarget Audience: 7-12 students
www.amstat.org/education/posterprojects/
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Student Engagement
Census at School: This international project engages students in grades 4 – 12 in hands-on problem solving endeavor that requires cooperation and communication. This is an opportunity for students, teachers, and community members to collaborate in an authentic learning experience.
Reach: 37,000+ participants to dateTarget Audience: Students and teachers in grades 4-12
www.amstat.org/censusatschool
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Student Engagement
ASA DataFest: This event is a celebration of data in which teams of undergraduates work around the clock to find and share meaning in a large, rich, and complex data set. After two days of intense data wrangling, analysis, and presentation design, each team is allowed a few minutes and no more than two slides to impress a panel of judges. Prizes are given for Best in Show, Best Visualization, and Best Use of External Data.
Reach: National College and University students, faculty and supporters. Event size varies approximately 30 undergraduate students per event (200+ students in 2015).Target Audience: Undergraduate statistics students and interested community memberswww.amstat.org/education/datafest/
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In more detail…• GAISE• SET• Undergraduate Curriculum Guidelines• Graduate Curriculum Guidelines
K-12 Statistics Education
• New national focus at the K–12 level, with statistics taking a more prominent role in the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS)
• Need for professional development, resources, and outreach
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Statistical Problem Solving
1. Formulate QuestionsClarify the problem at handFormulate one (or more) questions that can be answered with data
2. Collect DataDesign a plan to collect appropriate dataEmploy the plan to collect the data
3. Analyze DataSelect appropriate graphical and numerical methodsUse the methods to analyze the data
4. Interpret resultsInterpret the analysis (in context)Relate the interpretation to the original question
GAISE Pre-K–12 Report
• Writers:
– Christine Franklin, University of Georgia
– Anna Bargagliotti, Loyola Marymount University
– Catherine Case, University of Florida
– Gary Kader, Appalachian State
– Richard Schaeffer, University of Florida
– Denise Spangler, University of Georgia
Format of SET Report
• Chapter 1: Background and Motivation for SET
• Chapter 2: Recommendations
• Chapter 3: Mathematical Practices through a Statistical Lens
• Chapters 4-6: Grade level content
• Chapter 7: Assessment
• Chapter 8: Overview of Research
• Chapter 9: A Brief History of Statistics in the School
• Appendix of Examples
Summary of “Courses”
• Elementary
– 6 weeks to 1 course
• Middle
– 2 courses
• High
– 3 courses
• These recommendations are consistent with MET II.
• Courses should incorporate a pedagogical component demonstrating how best to foster statistical reasoning.
GAISE College Report Guidelines
1. Emphasize statistical literacy and develop statistical thinking
2. Use real data
3. Stress conceptual understanding, rather than mere
knowledge of procedures
4. Foster active learning in the classroom
5. Use technology for developing conceptual understanding and
analyzing data
6. Use assessments to improve and evaluate student learning
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Undergraduate Guidelines
Increased importance of data science: Working with data requires extensive computing skills. To be prepared for statistics and data science careers, students need facility with professional statistical analysis software, the ability to access and manipulate data in various ways, and the ability to perform algorithmic problem-solving. In addition to more traditional mathematical and statistical skills, students should be fluent in higher-level programming languages and facile with database systems.
Real applications: Data should be a major component of statistics courses. Programs should emphasize concepts and approaches for working with complex data and provide experiences in designing studies and analyzing non-textbook data.
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Undergraduate Guidelines
More diverse models and approaches: Students require exposure to and practice with a variety of predictive and explanatory models in addition to methods for model building and assessment. They must be able to understand issues of design, confounding, and bias. They need to know how to apply their knowledge of theoretical foundations to the sound analysis of data.
Ability to communicate: Students need to be able to communicate complex statistical methods in basic terms to managers and other audiences and to visualize results in an accessible manner. They must have a clear understanding of ethical standards. Programs should provide multiple opportunities to practice and refine these statistical practice skills.
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Graduate GuidelinesRecommendation 1: Graduates should have a solid foundation in statistical theory
and methods.
Recommendation 2: Programming skills are critical and should be infused throughout the graduate student experience.
Recommendation 3: Communication skills are critical and should be developed and practiced throughout graduate programs.
Recommendation 4: Collaboration, teamwork, and leadership development should be part of graduate education.
Recommendation 5: Students should encounter non-routine, real problems throughout their graduate education.
Recommendation 6: Internships, co-ops or other significant immersive work experiences should be integrated into graduate education.
Recommendation 7: Programs should be encouraged to periodically survey recent graduates and employers of their recent graduates as a means of evaluating the success of their programs and to examine if other programmatic changes are warranted.
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Outreach Highlights• ASA DataFest• Educational Ambassador• This is Statistics• Stats.org
ASA DataFest
• Competition where teams of up to 5 undergraduate students have less than 48 hours to determine who can provide the best insight ---and communicate that insight--gleaned from a large, complex dataset. After two days of intense data wrangling, analysis, and presentation design, each team is allowed a few minutes and no more than two slides to impress a panel of judges. Prizes are given for Best in Show, Best Visualization, and Best Use of External Data.
• 2015 Participating Institutions: Duke University (Host), NCSU, UNC Chapel Hill, UNC Greensboro, North Carolina A&T State, University of Michigan; Purdue University; Five Colleges at the University of Massachusetts (host) with Smith College, Hampshire College, Amherst College and Mt. Holyoke College; Penn State University; Emory University; DC Summit: University of Maryland (host) with George Washington University and Georgetown University; UCLA (host) with the University of California, Riverside; University of Southern California; Pomona College; and Cal Poly Pomona
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International Outreach: Educational Ambassador
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Argentina Ethiopia Vietnam Morocco Armenia Costa Rica Botswana Colombia Bangladesh
www.amstat.org/education/educambassador.cfm
This Is Statistics
• This is Statistics website and campaign was established to raise awareness of the many interesting careers in statistics.
• Information for Students, Parents, Teachers, and Counselors
www.thisisstatistics.org
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Stats.Org
• A collaboration between the American Statistical Association and the non partisan, non profit Sense About Science USA.
• The aim to scale the basics, to provide guidance and practical help, and to ascend to more complex problems in analysis and research integrity.
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Education Department
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Liaisons to ASA Education Council and other education groups
Member-driven projects and initiatives
www.amstat.org/education
[email protected] [email protected]@amstat.org
